ABSTRACTIntroductionConfidence in one's gender self‐concept has been positively associated with subjective well‐being. Further, negative consequences for school life have occurred for adolescents with marginalised gender identities.... more
ABSTRACTIntroductionConfidence in one's gender self‐concept has been positively associated with subjective well‐being. Further, negative consequences for school life have occurred for adolescents with marginalised gender identities. As a central process variable of subjective well‐being, life satisfaction has been positively associated with educational outcomes and inversely associated with stress. Stress, life satisfaction, and academic achievement have been examined in terms of gender, but less is known about their relationship with gender self‐concept. Importantly, gender self‐concept has been rendered especially vulnerable in adolescence—a time when social self‐concept and life satisfaction are reportedly lower than in childhood.MethodThe current study was conducted with adolescents (N = 1601) from seven secondary schools comprising a range of socioeconomic backgrounds and ethnicities, in two major New Zealand metropolitan centres. Data were collected via self‐report survey....
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The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following... more
The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following semi-structured interviews with 18 teachers who had attended CL professional development and used CL in their classrooms, four were purposefully selected as cases of teachers. Classroom observations, post classroom observation interviews, and field notes were employed to investigate the implementation of CL. The data were analysed using Miles, Huberman and Saldaña’s framework. Five themes were generated from cross-case analysis: implementation of CL principles, a lack of CL structures, a greater need of group orientation, group composition, and informal CL. The findings indicate that when an innovative pedagogical practice such as CL is implemented in a culture different from the one in which it was constructed, unique contexts both enable and disrupt the...
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The current study examined teacher expectations of four ethnic groups in New Zealand in reading and mathematics, controlling for achievement. Investigating teacher expectations for ethnic minority groups is important because minority... more
The current study examined teacher expectations of four ethnic groups in New Zealand in reading and mathematics, controlling for achievement. Investigating teacher expectations for ethnic minority groups is important because minority groups often begin schooling disadvantaged. Studies have shown that teachers often have lower expectations for minority groups leading to the design of learning opportunities that tend to exacerbate the achievement gap between minority group students and their more advantaged White and Asian peers. In New Zealand, Maori and Pasifika students have historically underachieved and so this study explored whether teacher expectations may be one explanation for that disadvantage.
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The few studies that have examined student beliefs by ethnicity have shown differing perceptions on constructs such as self-regulated learning, attribution and perceptions of class climate. Further, the findings have varied from one... more
The few studies that have examined student beliefs by ethnicity have shown differing perceptions on constructs such as self-regulated learning, attribution and perceptions of class climate. Further, the findings have varied from one cultural context to another. However, no studies have examined student beliefs about several psycho-social variables by ethnicity. The current study addressed this gap in the literature by examining student self-concept, motivation, perceptions of class climate and self-expectations of European, Maori ...
The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following... more
The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following semi-structured interviews with 18 teachers who had attended CL professional development and used CL in their classrooms, four were purposefully selected as cases of teachers. Classroom observations, post classroom observation interviews, and field notes were employed to investigate the implementation of CL. The data were analysed using Miles, Huberman and Saldaña’s framework. Five themes were generated from cross-case analysis: implementation of CL principles, a lack of CL structures, a greater need of group orientation, group composition, and informal CL. The findings indicate that when an innovative pedagogical practice such as CL is implemented in a culture different from the one in which it was constructed, unique contexts both enable and disrupt the successful implementation of CL. This study proposes that further research attention must be given to understanding the challenges faced by teachers shifting away from direct teaching to student centred pedagogies such as CL.