【SSCI】教育学期刊《Educational Studies》最新论文推送（2024年10月）
《Educational Studies》共17篇，祝大家阅读愉快。
《Differences in teachers’ perception of job demands and resources related to well-being according to schools’ strategic human resource management?》
《根据学校人力资源管理策略，教师对工作需求及与幸福感有关的资源的认知差异有多大? ？》
作者：Eva Vekeman · Melissa Tuytens · Geert Devos
英文摘要：A substantial body of research has shown that the use of strategic human resource management (SHRM) can influence employees’ job resources thereby facilitating well-being. However, little evidence exists on the link between SHRM and teachers’ perception of job demands and job resources in the school. Based on semi-structured interviews with school leaders and team members, a comparative analysis between excellent and moderate strategic schools was conducted. The results indicate that: 1) various aspects of the teaching job and school environment are perceived both as job demand and resource by teachers and 2) teachers in moderated strategic schools perceive on average more demands related to the school leader compared to excellent strategic schools. Suggestions for further research and practical implications are discussed.
中文摘要：大量的研究表明，战略人力资源管理(SHRM)的使用可以影响员工的工作资源，从而促进福祉。然而，关于人力资源管理与教师对学校工作需求和工作资源的认知之间的关系，目前还缺乏证据。通过对学校领导和团队成员的半结构化访谈，对优秀和中等战略学校进行了比较分析。研究结果表明: 1)教师对教学工作和学校环境的各个方面均感知为工作需求和资源; 2)与优秀战略学校相比，中等战略学校的教师对学校领导的需求平均较多。讨论了进一步研究的建议和实践意义。
https://doi.org/10.1080/03055698.2024.2369852
《Relationship between transformational leadership, work engagement, and organisational citizenship behaviour: the moderating effect of work engagement》
《变革型领导、工作投入与组织公民行为的关系: 工作投入的调节作用》
作者：Chien‐Chih Chen · Ting-Yang Liu · H.-d. Chen
英文摘要：We explored the relationship between teachers’ perceptions of transformational leadership and organisational citizenship behaviour (OCB) in Taiwan’s six-year high schools and whether work engagement moderated the relationship between the principal’s transformational leadership and teachers’ OCB. A total of 310 valid questionnaires were collected from teachers in Kaohsiung City, Taiwan. The six-year high school teachers’ perceptions of principals’ transformational leadership and work engagement were at the upper-middle level, with the sub-dimensions “inspiration and encouragement”, “focus”, and “dedication” ranking the highest. Their OCB was high and the sub-dimension, “active and helping behaviour”, ranked the highest. They felt that the principal’s transformational leadership, work engagement, and teachers’ OCB had a significant positive relationship and explanatory power. Their work engagement positively moderated principals’ transformational leadership and OCB. If the principal focused on transformational leadership and matched teachers with higher degrees of work engagement, a higher OCB of teachers would appear.
中文摘要：本研究旨在探讨台湾六年制中学教师转型领导观与组织公民行为(OCB)之间的关系，以及工作投入是否调节了校长转型领导与教师组织公民行为之间的关系。本研究共收集台湾高雄市教师有效问卷310份。六年制高中教师对校长转型领导和工作投入的认知处于中上水平，其中“启发与鼓励”、“专注”和“奉献”三个子维度的认知最高。他们的组织公民行为水平很高，而次维度“积极和帮助行为”排名最高。他们认为校长的变革型领导、工作投入和教师的组织公民行为具有显著的正向关系和解释力。他们的工作投入正面调节了校长的变革型领导和组织公民行为。如果校长把重点放在变革型领导上，并为教师提供更高程度的工作投入，那么就会出现更高的教师组织公民行为标准。
https://doi.org/10.1080/03055698.2024.2369899
《The relationship between perceptions of instruction quality, intrinsic motivation, and reading achievement: a longitudinal analysis》
《教学质量知觉、内在动机与阅读成绩关系的纵向分析》
作者：Ji Zhou · Anna Hawrot
英文摘要：This study including 3,089 students from 173 secondary schools explored the changes in students’ perception of classroom management and goal clarity throughout early adolescence (Grades 5 to 9) and its relationship with learning outcomes such as intrinsic motivation and school grade in reading. The results revealed: 1) Students’ perception of instruction quality, intrinsic motivation and school grade decreased over the years; 2) intrinsic motivation influenced classroom management perception, whereas the relationships between the classroom management perception and school grade were reciprocal; 3) the influence of goal clarity perception on intrinsic motivation changed over the years, and a positive influence on outcomes was only observed between Grades 8 and 9; 4) there were different results between male and female students as well as between academic and vocational tracks. The findings have implications for understanding the possible contextual factors related to the decrease in learning outcomes for reading in secondary schools.
中文摘要：这项研究包括来自173所中学的3089名学生，探讨了青春期早期(5至9年级)学生对课堂管理和目标清晰度的感知的变化及其与学习结果的关系，如阅读中的内在动机和学校分数。结果表明: (1)学生对教学质量、内在动机和学业成绩的认知随年级增长而下降; (2)内在动机影响课堂管理认知，而课堂管理认知与学业成绩的关系是相互的; (3)目标清晰感对内在动机的影响随年级增长而变化，对结果的正向影响仅在8年级和9年级之间观察到; (4)男女学生之间以及学业和职业轨道之间存在不同的结果。研究结果有助于了解中学生阅读学习成绩下降的可能背景因素。
https://doi.org/10.1080/03055698.2024.2322948
《The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy》
《教学领导对教师幸福感的影响: 专业学习共同体与教师自我效能感的中介作用》
作者：Peng Liu · Lei Mee Thien · Huan Song · Xinwei Wang
英文摘要：This study was prompted by the scarcity of empirical investigation regarding the relationship between instructional leadership and teacher well-being through the mediating roles of professional learning communities and teacher self-efficacy in Chinese school settings. Data from 1158 primary and secondary school teachers in South China were collected for analysis. Partial least squares structural equation modelling was employed for data analysis. The results indicated a positive relationship between principal instructional leadership and teacher well-being after controlling for teacher demographic factors. Instructional leadership has a substantial impact on the professional learning community. Both professional learning communities and teacher self-efficacy emerged as significant serial mediators in the structural model. Principal instructional leadership, professional learning communities, and teacher self-efficacy collectively explained approximately 43% of the variance in teacher well-being. These findings inform practical and theoretical implications, suggesting avenues for enhancing principal instructional leadership and, consequently, fostering teacher well-being in the hierarchical Chinese education setting.
中文摘要：本研究的目的在于探讨我国学校环境中教师自我效能感与专业学习共同体的中介作用对教师领导行为与教师幸福感之间关系的影响。收集华南地区1158名中小学教师资料进行统计分析。数据分析采用偏最小二乘结构方程模型。结果表明，在控制教师人口统计学因素后，校长教学领导与教师幸福感呈正相关。教学领导对专业学习群体有着实质性的影响。专业学习群体和教师自我效能感在结构模型中都是显著的连续中介变量。校长教学领导、专业学习团体和教师自我效能感共同解释了教师幸福感差异的约43% 。这些研究结果提供了实践和理论上的启示，提出了提高校长教学领导力的途径，从而在我国教育的等级制背景下培养教师的幸福感。
https://doi.org/10.1080/03055698.2024.2322947
《Barriers to school principals’ effective instructional supervision practices: evidence from a centralised educational context》
《学校校长有效教学监督实践的障碍: 来自中央教育背景的证据》
作者：Ramazan Cansoy · Ali̇ Çağatay Kılınç · Muhammet Emin Türkoğlu
英文摘要：Although improving instructional supervision has already been featured in theoretical debates and even advocated for in the policy frameworks of many nations – including the USA, UK, and countries across Europe – little is known beyond the Western world about the potential difficulties faced by school principals seeking to implement instructional supervision practices to promote teaching and learning in their schools. This study investigated barriers to school principals’ effective instructional supervision practices. The participants of this qualitative study included a total of 57 principals and teachers working in secondary schools. Data were collected through interviews and analysed through qualitative content analysis. Bringing evidence from a centralised educational context, we identified four major barriers to the effective instructional supervision process: (i) lack of supervisory skills and content knowledge, (ii) negative attitudes to supervision, (iii) maintaining a family-like school atmosphere, and (iv) lack of time and heavy workload. Based on the findings, we provide several implications for policy and practice.
中文摘要：尽管改善教学督导已经成为理论辩论的重点，甚至在许多国家的政策框架中提倡，包括美国、英国和欧洲各国，但除了西方世界外，对于学校校长在实施教学督导实践以促进学校教与学方面所面临的潜在困难知之甚少。本研究旨在探讨校长有效教学督导之障碍。这项定性研究的参与者共包括57名在中学工作的校长和教师。数据通过访谈收集，并通过定性内容分析进行分析。我们从集中的教育环境中找到证据，发现有效的教学督导过程存在四个主要障碍: (i)缺乏督导技巧和内容知识，(ii)对督导的消极态度，(iii)保持家庭式的学校氛围，以及(iv)缺乏时间和繁重的工作量。基于这些发现，我们为政策和实践提供了一些启示。
https://doi.org/10.1080/03055698.2024.2322942
《Examining the impact of listening to music on writing fluency》
《听音乐对写作流利性的影响》
作者：John Elwood Romig · Amanda A. Olsen
英文摘要：Research on the effects of background music has historically produced mixed findings. This study examined whether listening to background music impacted participants’ writing fluency and perceived cognitive load. Participants in this experiment were 109 attendees of a science and history museum. Participants had to be at least six years old to participate in the study. Participants were randomly assigned to write a story for three minutes in response to a picture prompt while writing under three listening conditions in random order (i.e. blocked randomised design). Participants’ writing samples were scored for the number of words written and the number of words spelled correctly. Two analyses of variance indicated no significant main effect based on background music condition. Regression analyses indicated some significant associations with writing fluency based on participants’ personal characteristics. Based on these results, writers should not expect changes in writing fluency when listening to music.
中文摘要：关于背景音乐的影响的研究在历史上产生了喜忧参半的结果。本研究考察了听背景音乐是否影响参与者的写作流畅性和认知负荷感知。这个实验的参与者是一个科学和历史博物馆的109名参与者。参与者必须至少六岁才能参加这项研究。参与者被随机分配写一个故事三分钟，以响应图片提示，同时在三种听力条件下随机排列(即封闭随机设计)。参与者的写作样本被打分的单词的数量和单词拼写正确。两个方差分析表明，基于背景音乐条件的主效应不显著。回归分析表明，基于参与者的个人特征，写作流利度与一些显著相关。基于这些结果，作家不应该期望在听音乐时写作流利度会发生变化。
https://doi.org/10.1080/03055698.2024.2313220
《The complexity of team teaching models: the relationship with collaboration and shared responsibility》
《团队教学模式的复杂性: 与协作、共担责任的关系》
作者：Aron Decuyper · Hanne Tack · Bénédicte Vanblaere · Mathea Simons · Ruben Vanderlinde
英文摘要：The practice of team teaching – how teachers deliver it in the classroom – is described in the literature through various models. These models represent the ways in which team teaching is established in the classroom. It is assumed that some models involve more collaboration and shared responsibility than others. However, empirical evidence regarding the extent of teachers’ collaboration and shared responsibility per model is currently lacking. In this regard, this study investigates how teachers’ self-reported collaboration and shared responsibility differ across these models. To address this research question, a large-scale cross-sectional survey study was conducted among team teachers (n = 555). The CSTT scale was administered to capture the levels of collaboration and shared responsibility experienced by teachers. The results indicate that the relationship between collaboration and shared responsibility on the one hand and the different models on the other hand is much more complex than theoretical definitions suggest.
中文摘要：团队教学的实践——教师如何在课堂上进行教学——在文献中通过各种模式进行了描述。这些模式代表了在课堂上建立团队教学的方式。假设某些模型比其他模型涉及更多的协作和分担责任。然而，目前还缺乏有关每个模式的教师合作和分担责任程度的经验证明。在这方面，本研究调查了教师的自我报告协作和分担责任在这些模型中的差异。为了解决这一问题，本研究对555名团队教师进行了大规模的横断面调查研究。CSTT 量表的管理是为了反映教师的协作水平和分担责任的经验。研究结果表明，协作与分担责任一方面与不同模型之间的关系要比理论定义所认为的复杂得多。
https://doi.org/10.1080/03055698.2024.2416106
《Influence of different types of interclass ability grouping on students’ academic achievement in mathematics: evidence from the Confucian Asian cluster》
《不同类型班际能力分组对学生数学学业成绩的影响——来自儒家亚洲分组的证据》
作者：Jian Li · Qiqige Hu
英文摘要：Ability grouping has attracted worldwide attention in relation to various subjects among different countries and regions. However, few studies have focused on the relationship between ability grouping and students’ mathematical academic achievement in the Confucian Asian countries. Thus, in this study, we aimed to determine how different types of interclass ability grouping impact students’ academic achievement in mathematics. We analysed PISA2022 data for 34,968 students from 923 schools in six countries and regions, including Hong Kong, Macau, Taipei, Japan, South Korea, and Singapore, using a hierarchical linear model and propensity score matching. We found that overall, multi-level ability grouping reduced students’ mathematics achievement, and this negative effect was particularly significant among high-ability students, while it promoted the mathematics achievement of low-ability students to some extent.
中文摘要：能力分组在不同国家和地区的不同学科领域引起了全世界的关注。然而，在儒家亚洲国家，关于能力分组与学生数学学业成绩之间关系的研究很少。因此，本研究旨在探讨不同类型的班际能力分组对学生数学学业成绩的影响。我们使用等级线性模型和倾向评分匹配分析了来自包括香港、澳门、台北、日本、韩国和新加坡在内的六个国家和地区的923所学校的34968名学生的 PISa2022数据。研究发现，总体而言，多层次能力分组降低了学生的数学成绩，这种负效应在高能力学生中尤为显著，同时也在一定程度上促进了低能力学生的数学成绩。
https://doi.org/10.1080/03055698.2024.2415609
《Digital learning tools in the classroom: comparing their impacts on student motivation to learn and academic achievement in post-secondary students from Canada, Germany, and India》
《课堂中的数字化学习工具: 比较它们对加拿大、德国和印度高中毕业生学习动机和学业成绩的影响》
作者：Gerardo P. Reyes · Sanjida Moury · Emily Seeligmüller · Danielle Compton-Mcculloch · Namratha Jagadeesh · Thomas Ostermann
英文摘要：Use of digital learning tools (DLTs) in classrooms has markedly increased since the COVID-19 pandemic began. Concerns exist that some DLTs were integrated without careful consideration of their impacts on student motivation to learn and/or academic achievement. Moreover, differences in student demographic profiles and the learning environment may also impact potential relationships. We surveyed post-secondary students from Canada, Germany, and India to determine if DLT use, effectiveness, and/or mode of course delivery differed across jurisdictions, and if any relationships exist between use of different types of DLTs and student GPA. Results indicate that although students from all countries examined preferred classes utilising particular types of DLTs, increased use of DLTs did not improve academic achievement. Nevertheless, it is crucial that DLTs continue to play key roles in modernising our pedagogical approaches given their impacts on course satisfaction and general appeal to the sensibilities of today’s students.
中文摘要：自2019冠状病毒疾病大流行开始以来，数字学习工具(dlt)在课堂上的使用显著增加。令人关切的是，一些 DLT 在纳入时没有认真考虑它们对学生学习动机和/或学业成绩的影响。此外，学生人口统计特征和学习环境的差异也可能影响潜在的关系。我们调查了来自加拿大、德国和印度的大专学生，以确定 DLT 的使用、有效性和/或课程提供模式在不同管辖区是否有所不同，以及不同类型的 DLT 的使用与学生 GPA 之间是否存在任何关系。结果表明，虽然来自所有国家的学生都使用特定类型的 DLT 来考察偏爱的班级，但增加使用 DLT 并没有提高学习成绩。尽管如此，由于 DLT 对课程满意度的影响以及对当今学生情感的普遍吸引力，因此它们在教学方法的现代化过程中继续发挥关键作用至关重要。
https://doi.org/10.1080/03055698.2024.2405809
《Analysis of the conditions that enable and constrain knowledge mobilisation in inclusive education: contributions to teacher education》
《分析促进和制约包容性教育中知识动员的条件: 对教师教育的贡献》
作者：Odet Moliner García · Aida Sanahuja Ribés
英文摘要：Despite the recommendations of international institutions on how to promote a more inclusive education, we are witnessing a significant gap between the research findings on Inclusive Education and what really happens in the classrooms. This article explores the conditions that enable or constrain knowledge mobilisation, from the perspective of university professors who teach and research in inclusive education in 10 Spanish Universities. Methodologically, this is a qualitative descriptive study. As a result of the content analysis of the data obtained from the focus groups, we were able to identify four key elements: the characteristics of the actors, the characteristics of knowledge mobilisation, the organisations’ culture, and the relationship between researchers and practitioners. The discussion on the conditions that strain these four elements leads us to propose some strategies to overcome the gap between theory and practice in the field of teacher education.
中文摘要：尽管国际机构就如何促进更具包容性的教育提出了建议，但我们看到，关于包容性教育的研究结果与课堂实际发生的情况之间存在着巨大差距。本文从在西班牙10所大学从事包容性教育教学和研究的大学教授的角度，探讨了知识动员的条件。方法论上，这是一个定性的描述性研究。通过对从焦点小组获得的数据进行内容分析，我们能够确定四个关键要素: 参与者的特征、知识动员的特征、组织的文化以及研究人员和实践者之间的关系。通过对制约这四个要素的条件的探讨，提出了克服教师教育理论与实践差距的对策。
https://doi.org/10.1080/03055698.2024.2369845
《Development and application of STEAM curriculum assisted by hybrid teaching mode》
《复合式教学模式下 STEAM 课程的开发与应用》
作者：Xufeng Huang
英文摘要：This study aims to investigate the effectiveness of hybrid teaching in Science-Technology-Engineering-Arts-Mathematics (STEAM) courses from an educational research perspective. The study begins by analyzing the advantages of STEAM education over traditional approaches. Based on this analysis and utilizing the Analysis-Design-Development-Implementation-Evaluation (ADDIE) model, a hybrid teaching mode for STEAM courses is developed. Empirical research and a questionnaire survey are then conducted to compare the hybrid teaching mode with traditional teaching methods. The results indicate that students in the experimental group outperform the control group in terms of learning motivation, satisfaction, post-class study duration, and classroom participation. Furthermore, correlation analysis reveals a significant positive relationship (p < 0.01) among students’ skills, cognition, emotional attitudes, learning outcomes, and hybrid teaching. This study combines STEAM education with blended learning and designs a blended learning model using the ADDIE model, making it a pioneering research in the field of STEAM education.
中文摘要：本研究旨在从教育研究的角度探讨科学技术工程艺术数学(STEAM)课程混合教学的有效性。研究从分析 STEAM 教育相对于传统方法的优势开始。在此基础上，利用分析-设计-开发-实施-评价(ADDIE)模型，提出了 STEAM 课程的混合式教学模式。然后进行实证研究和问卷调查，将混合教学模式与传统教学方法进行比较。结果表明，实验组学生在学习动机、满意度、课后学习时间和课堂参与度方面均优于对照组。此外，相关分析显示学生的技能、认知、情绪态度、学习成果与混合教学有显著正相关(P < 0.01)。这项研究将 STEAM 教育与混合学习相结合，并利用 ADDIE 模型设计了一个混合学习模型，使之成为 STEAM 教育领域的开创性研究。
https://doi.org/10.1080/03055698.2024.2371093
《Identifying the culturally sensitive pedagogical competence of teachers of refugees in Türkiye: a mixed-methods study》
《识别土耳其难民教师的文化敏感教学能力: 一项混合方法研究》
作者：Serkan Çelik · Gözde Özenç İra · Yeter Sinem Üzar‐Özçetin
英文摘要：This study aimed to determine the level of self-efficacy concerning the culturally sensitive pedagogical competence of primary school teachers of refugees and their perceptions of culturally sensitive pedagogy stemming from the multicultural environment. The study comprised two phases. The first phase includes two steps; first, a validity and reliability analysis of the Culturally Sensitive Pedagogical Self-Efficacy Scale was conducted on 548 primary school teachers of refugees. Then, the scale was applied to 350 primary school teachers working in Türkiye. In the second phase of this study, which is qualitative, semi-structured interviews were held with teachers to examine teachers’ self-efficacy in three dimensions (professional knowledge, professional skill, attitudes, and values). The qualitative data revealed three main categories and seven subcategories. The results suggested that the culturally sensitive pedagogical competence of teachers has crucial potential for eliminating educational inequalities, prejudices, and biases.
中文摘要：这项研究旨在确定难民小学教师在文化敏感教学能力方面的自我效能水平，以及他们对多元文化环境所产生的文化敏感教学法的看法。这项研究分为两个阶段。第一阶段包括两个步骤: 第一，对548名难民小学教师进行了文化敏感性教学自我效能感量表的效度和信度分析。然后，将该量表应用于在土耳其工作的350名小学教师。本研究的第二阶段为定性、半结构式访谈，以教师为被试，从三个维度(专业知识、专业技能、态度和价值观)考察教师的自我效能感。定性数据揭示了三个主要类别和七个子类别。结果表明，教师的文化敏感教学能力对于消除教育不平等、偏见和偏见具有至关重要的潜力。
https://doi.org/10.1080/03055698.2024.2370456
《Educational hackathon: preparing students for collaborative competency》
《教育黑客马拉松: 培养学生的协作能力》
作者：Dina Adinda · Nathalie Gettliffe · Najoua Mohib
英文摘要：Collaboration is an essential skill for future education professionals because they will encounter challenges that will require collectively innovative solutions. Thus, this research evaluates the impact of a three-month class hackathon (a one-day event and three post-hackathon workshops) on the collaborative competencies of students of education. Further, the study examines the relationship between the development of collaborative competency and the innovative performance of the student teams (N = 18) that participated in the hackathon. Participating undergraduate students (N = 72) were required to fill out self-reports on five dimensions underlying their collaborative competency, and coaches conducted various observations during the hackathon. The results demonstrate that students’ collaborative competency developed significantly during the entire course period. However, the findings also reveal that some student teams regressed during the hackathon day and overall course period. This study does not reveal any relationship between the students’ perception of collaboration and their innovation ability.
中文摘要：合作是未来教育专业人员的一项基本技能，因为他们将遇到需要集体创新解决方案的挑战。因此，本研究评估了为期三个月的班级编程马拉松(一天的活动和三个后编程马拉松研讨会)对教育学生的协作能力的影响。此外，本研究还检验了协作能力的发展与参加黑客马拉松的学生团队(N = 18)的创新表现之间的关系。参与的大学生(N = 72)被要求填写关于他们合作能力的五个维度的自我报告，教练在黑客马拉松期间进行了各种观察。研究结果表明，在整个课程过程中，学生的协作能力得到了显著的发展。然而，研究结果也表明，一些学生团队在黑客马拉松日和整个课程期间退化。本研究未发现学生的协作知觉与创新能力之间有任何关系。
https://doi.org/10.1080/03055698.2024.2369868
《Expectancies, learning anxiety, and students’ achievement》
《期望、学习焦虑与学生成绩》
作者：Sławomir Trusz
英文摘要：This paper attempts to estimate the relationships between teachers’ and parents’ expectancies and students’ achievement in mathematics and literacy as measured by matriculation exam scores and final marks in the 12th-grade. Furthermore, it was examined whether these links are mediated by students’ self-expectancies and their mathematics and literacy anxiety. The hypothesised direct and indirect links were tested using structural equation modelling based on data gathered in a cross-sectional study (n = 479). The exam scores in mathematics and literacy were directly related only to parents’ expectancies, in contrast to mathematics and literacy marks which were directly related only to teachers’ expectancies. Moreover, students’ self-expectancies acted as a positive, while mathematics and literacy anxiety acted as a negative regulator of the links between significant others’ expectancies and students’ outcomes in both subjects. The findings were discussed in the light of theories and results of studies concerning teachers’ and parents’ expectancy effects.
中文摘要：本研究以12年级学生的入学考试成绩和期末成绩为测量指标，评估教师和家长的期望与学生的数学成绩和读写能力之间的关系。此外，还考察了这些联系是否受到学生的自我期望、数学和文化焦虑的影响。假设的直接和间接联系采用结构方程模型进行测试，该模型基于一个横向研究(n = 479)收集的数据。数学和读写能力的考试成绩只与家长的期望有直接关系，而数学和读写能力的成绩只与教师的期望有直接关系。此外，学生的自我期望作为一个积极的，而数学和识字焦虑作为一个负调节之间的联系，重要他人的期望和学生的结果在这两个学科。本研究结合教师与家长期望效应之理论与研究结果进行讨论。
https://doi.org/10.1080/03055698.2024.2369862
《Conceptualisation and empirical verification of the affective role of the teacher》
《教师情感角色的概念化与实证检验》
作者：Milica Tošić Radev · Ana Pešikan
英文摘要：The affective role is an integral aspect of the teacher’s professional role, but has not received adequate scrutiny. The aim of this research was to conceptualise the construct of the affective role of the teacher (AfRT). In study 1, qualitative content analysis was employed to identify potential components of the AfRT from literature. Study 2 involved operationalising these aspects through interview with teachers, questionnaire for students, and classroom observations. In addition, preliminary conceptualisation was refined based on results obtained from 10 both highly and less favoured teachers. Study 3 proposed conceptualisation comprising 17 components, utilising a sample of 100 seventh-grade teachers.. Employing the exploratory and confirmatory factor analysis, and mutitrait-multimethod approach, a three-factor solution of the AfRT was tested, along with more restrictive nested models. The results suggest three core dimensions of the AfRT: Emotional awareness and management, Emotional connection, and Emotional attitude. Implications for teacher education and evaluation are discussed.
中文摘要：情感角色是教师专业角色不可分割的一个方面，但尚未得到足够的审查。本研究旨在构建教师情感角色的概念。研究1采用定性内容分析的方法，从文献中识别 AFRT 的潜在成分。研究2通过访谈教师、学生问卷调查和课堂观察，使这些方面具有可操作性。此外，根据10名受欢迎和不受欢迎的教师提供的结果，对初步概念进行了改进。研究3采用100名七年级教师作为样本，提出概念，包括17个组成部分。.采用探索性和验证性因素分析以及多特质-多方法方法，测试了 AFRT 的三因素解决方案以及更具限制性的嵌套模型。研究结果表明，AFRT 的三个核心维度是: 情绪意识和管理、情绪联系和情绪态度。讨论了对教师教育和评价的启示。
https://doi.org/10.1080/03055698.2024.2383600
《Measuring meritocracy: a study of Indonesian English teachers’ views on the role of effort in their own and their students’ success》
《衡量任人唯贤: 印度尼西亚英语教师对努力在自己和学生成功中的作用的观点研究》
作者：Anita Lie · George M Jacobs · Meng Huat Chau · Chen Zhu · Hady Sutris Winarlim
英文摘要：Meritocracy argues that people’s success in life should be based on their own effort, not their family background. Education plays a vital role here, providing opportunities for people of all ages to develop and demonstrate their merit. Although meritocracy is generally seen as positive, this article cautions that achieving a more meritocratic society can be problematic, that merit can be difficult to define, and that merit may be unfairly used to rationalize inequality. A survey study was presented involving 260 school teachers of English in various parts of Indonesia who were asked their views and experiences on meritocracy. Results suggest that many supported meritocracy and believed that it functioned fairly well in Indonesia for themselves, their own students, and students in Indonesia generally. The study makes an empirical contribution to a small but growing body of research on the role of meritocracy in education, especially in the Global South.
中文摘要：精英主义认为，人们在生活中的成功应该基于他们自己的努力，而不是他们的家庭背景。教育在这里发挥着至关重要的作用，为各个年龄段的人提供发展和展示自己优点的机会。尽管精英管理被普遍认为是积极的，但本文警告说，实现一个更加精英管理的社会可能是有问题的，价值可能难以定义，而且价值可能被不公平地用来使不平等合理化。对印度尼西亚不同地区的260名英语教师进行了一项调查研究，询问他们对精英管理的看法和经验。研究结果表明，许多人支持精英管理，并且认为精英管理在印度尼西亚对于他们自己、他们自己的学生以及印度尼西亚的学生来说都发挥了相当好的作用。这项研究为数量不多但不断增加的关于精英制度在教育中，特别是在全球南方的作用的研究作出了经验性贡献。
https://doi.org/10.1080/03055698.2024.2351823
《The nexus between research methodology, classroom data and instructional policy: insights from enacting the Zimbabwe curriculum framework 2015–2022 reforms》
《研究方法、课堂数据和教学政策之间的联系: 津巴布韦2015-2022年课程框架改革的启示》
作者：M. M. Madondo · Loyiso C. Jita
英文摘要：This article explores the nexus among research methodlogy, classroom data and instructional policy enactment through content analysis of lesson transcripts. It is a multiple-case research of four Zimbabwean secondary school geography teachers’ classroom practices. Coded lesson-transcripts and post-lesson teacher-interview transcripts subjected to thematic content analysis yeilded patterns of classroom interaction. Most lessons were teacher dominated question and answer episodes which failed to achieve mandated learner-centred teaching.Teachers relied on recall-type questions while failing to scaffold onto learner contributions for deeper geographical conversations. A weak pedagogical content knowledge partially contributed to this. Content analysis of lesson transactions showed a symbiotic nexus among research methodology, classroom data and instructional policy implementation. Coded classroom data holds opportunities for critcal scrutiny of classroom transactions to gauge instructional policy implementation. Findings suggest succesful instructional policy implementation can benefit from teacher training in content analysis of classroom transactions for reflexive practice.
中文摘要：本文通过对课堂成绩单的内容分析，探讨了研究方法、课堂数据和教学政策制定之间的关系。本文是对津巴布韦四位中学地理教师课堂教学实践的多案例研究。经过主题内容分析编码的课堂成绩单和课后教师访谈成绩单产生了课堂互动模式。大部分课堂是以教师为主导的问答环节，未能达到规定的以学习者为中心的教学。教师依赖于回忆类型的问题，而没有为更深入的地理对话建立学习者贡献的框架。薄弱的教学内容知识部分导致了这种情况。课堂交互的内容分析表明，研究方法、课堂数据和教学政策执行之间存在共生关系。编码的课堂数据为严格审查课堂交易提供了机会，以衡量教学政策的执行情况。研究结果表明，成功的教学政策执行可以得益于教师培训的内容分析课堂交易的反思性实践。
https://doi.org/10.1080/03055698.2024.2373213
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