Revue Francaise De Pedagogie Recherches En Education, Jun 30, 2014
ABSTRACT This study aims to present the relationships between teachers′ beliefs about grade reten... more ABSTRACT This study aims to present the relationships between teachers′ beliefs about grade retention and their pedagogical beliefs and concepts in other areas including learning, intelligence, assessment and equality. It also intends to assess how much teachers′ knowledge of educational research on grade retention affects teachers′ beliefs about grade retention. A Likert-type questionnaire was administered to 125 primary teachers in the Geneva state (″canton″). The results first underwent exploratory factor analysis in order to provide a set of constructs and their respective measurement scales. This analysis notably distinguished two beliefs about grade retention: (i) it offers a second chance to students with learning difficulties and (ii) it has no negative socio-affective effect. Then, using correlation methods including linear regressions, the relationships between the two beliefs about grade retention and the different pedagogical concepts identified were analysed. Similarly, we also studied the relationship between these two beliefs and teachers′ knowledge of educational research and how credible teachers consider such research. This analysis tested seven hypotheses based on some of our previous research. Finally, after having identified four groups of teachers based on their beliefs about grade retention, we investigated how different the pedagogical concepts were between teachers who still believe in the effectiveness of retention and teachers who don′t. Two major findings resulted from the analysis. Firstly, it appears that teachers′ knowledge of educational research on grade retention affects their beliefs about grade retention leading to doubt about the benefits of retention or acknowledgement of its disadvantages. Secondly, contrary to some of our hypotheses, teachers′ beliefs about grade retention are not (or rarely) related to teachers′ pedagogical beliefs about learning and intelligence. These results are discussed in relation to traditional theories which state that beliefs and social representations are organised into systems.
ABSTRACT This paper is focused on the attitudes of teachers and students to evaluation and on how... more ABSTRACT This paper is focused on the attitudes of teachers and students to evaluation and on how students interpret the attitudes of their teachers. More specifically, the purpose is to examine the variable attitudes of teachers and students to evaluation in each classroom and across classrooms and to identify the classrooms in which teachers and students have shared visions, the assumption being that students’ and teachers’ conceptions of evaluation would also be similar. What are the classes in which students clearly grasp their teachers’ conceptions? Findings reveal teachers and students adopt different, albeit strongly-resembling attitudes. In addition, there are few classes in which teachers’ conceptions match those of their students.
... des groupes pour vérifier si une ou plusieurs variables ont des effets statistiquement signif... more ... des groupes pour vérifier si une ou plusieurs variables ont des effets statistiquement significatifs ... En schématisant quelque peu, et lorsqu'on se concentre sur les recherches empiriques visant ... nées ou numérique Analyse statistique Traitement des données Analyse « thématique ...
ABSTRACT This study aims to present the relationships between teachers′ beliefs about grade reten... more ABSTRACT This study aims to present the relationships between teachers′ beliefs about grade retention and their pedagogical beliefs and concepts in other areas including learning, intelligence, assessment and equality. It also intends to assess how much teachers′ knowledge of educational research on grade retention affects teachers′ beliefs about grade retention. A Likert-type questionnaire was administered to 125 primary teachers in the Geneva state (″canton″). The results first underwent exploratory factor analysis in order to provide a set of constructs and their respective measurement scales. This analysis notably distinguished two beliefs about grade retention: (i) it offers a second chance to students with learning difficulties and (ii) it has no negative socio-affective effect. Then, using correlation methods including linear regressions, the relationships between the two beliefs about grade retention and the different pedagogical concepts identified were analysed. Similarly, we also studied the relationship between these two beliefs and teachers′ knowledge of educational research and how credible teachers consider such research. This analysis tested seven hypotheses based on some of our previous research. Finally, after having identified four groups of teachers based on their beliefs about grade retention, we investigated how different the pedagogical concepts were between teachers who still believe in the effectiveness of retention and teachers who don′t. Two major findings resulted from the analysis. Firstly, it appears that teachers′ knowledge of educational research on grade retention affects their beliefs about grade retention leading to doubt about the benefits of retention or acknowledgement of its disadvantages. Secondly, contrary to some of our hypotheses, teachers′ beliefs about grade retention are not (or rarely) related to teachers′ pedagogical beliefs about learning and intelligence. These results are discussed in relation to traditional theories which state that beliefs and social representations are organised into systems.
Revue Francaise De Pedagogie Recherches En Education, Jun 30, 2014
ABSTRACT This study aims to present the relationships between teachers′ beliefs about grade reten... more ABSTRACT This study aims to present the relationships between teachers′ beliefs about grade retention and their pedagogical beliefs and concepts in other areas including learning, intelligence, assessment and equality. It also intends to assess how much teachers′ knowledge of educational research on grade retention affects teachers′ beliefs about grade retention. A Likert-type questionnaire was administered to 125 primary teachers in the Geneva state (″canton″). The results first underwent exploratory factor analysis in order to provide a set of constructs and their respective measurement scales. This analysis notably distinguished two beliefs about grade retention: (i) it offers a second chance to students with learning difficulties and (ii) it has no negative socio-affective effect. Then, using correlation methods including linear regressions, the relationships between the two beliefs about grade retention and the different pedagogical concepts identified were analysed. Similarly, we also studied the relationship between these two beliefs and teachers′ knowledge of educational research and how credible teachers consider such research. This analysis tested seven hypotheses based on some of our previous research. Finally, after having identified four groups of teachers based on their beliefs about grade retention, we investigated how different the pedagogical concepts were between teachers who still believe in the effectiveness of retention and teachers who don′t. Two major findings resulted from the analysis. Firstly, it appears that teachers′ knowledge of educational research on grade retention affects their beliefs about grade retention leading to doubt about the benefits of retention or acknowledgement of its disadvantages. Secondly, contrary to some of our hypotheses, teachers′ beliefs about grade retention are not (or rarely) related to teachers′ pedagogical beliefs about learning and intelligence. These results are discussed in relation to traditional theories which state that beliefs and social representations are organised into systems.
ABSTRACT This paper is focused on the attitudes of teachers and students to evaluation and on how... more ABSTRACT This paper is focused on the attitudes of teachers and students to evaluation and on how students interpret the attitudes of their teachers. More specifically, the purpose is to examine the variable attitudes of teachers and students to evaluation in each classroom and across classrooms and to identify the classrooms in which teachers and students have shared visions, the assumption being that students’ and teachers’ conceptions of evaluation would also be similar. What are the classes in which students clearly grasp their teachers’ conceptions? Findings reveal teachers and students adopt different, albeit strongly-resembling attitudes. In addition, there are few classes in which teachers’ conceptions match those of their students.
... des groupes pour vérifier si une ou plusieurs variables ont des effets statistiquement signif... more ... des groupes pour vérifier si une ou plusieurs variables ont des effets statistiquement significatifs ... En schématisant quelque peu, et lorsqu'on se concentre sur les recherches empiriques visant ... nées ou numérique Analyse statistique Traitement des données Analyse « thématique ...
ABSTRACT This study aims to present the relationships between teachers′ beliefs about grade reten... more ABSTRACT This study aims to present the relationships between teachers′ beliefs about grade retention and their pedagogical beliefs and concepts in other areas including learning, intelligence, assessment and equality. It also intends to assess how much teachers′ knowledge of educational research on grade retention affects teachers′ beliefs about grade retention. A Likert-type questionnaire was administered to 125 primary teachers in the Geneva state (″canton″). The results first underwent exploratory factor analysis in order to provide a set of constructs and their respective measurement scales. This analysis notably distinguished two beliefs about grade retention: (i) it offers a second chance to students with learning difficulties and (ii) it has no negative socio-affective effect. Then, using correlation methods including linear regressions, the relationships between the two beliefs about grade retention and the different pedagogical concepts identified were analysed. Similarly, we also studied the relationship between these two beliefs and teachers′ knowledge of educational research and how credible teachers consider such research. This analysis tested seven hypotheses based on some of our previous research. Finally, after having identified four groups of teachers based on their beliefs about grade retention, we investigated how different the pedagogical concepts were between teachers who still believe in the effectiveness of retention and teachers who don′t. Two major findings resulted from the analysis. Firstly, it appears that teachers′ knowledge of educational research on grade retention affects their beliefs about grade retention leading to doubt about the benefits of retention or acknowledgement of its disadvantages. Secondly, contrary to some of our hypotheses, teachers′ beliefs about grade retention are not (or rarely) related to teachers′ pedagogical beliefs about learning and intelligence. These results are discussed in relation to traditional theories which state that beliefs and social representations are organised into systems.
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