Novice Teacher Learning and Motivation Across Contexts: Assessment Tools as Boundary Objects

Nolen, Susan Bobbitt; Horn, Ilana Seidel; Ward, Christopher J.; Childers, Sarah A.

doi:10.1080/07370008.2010.533221

Cited by 64 publications

(53 citation statements)

References 14 publications

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“…For example, in her study on literacy motivation, Nolen (2007) detailed how the meaning of reading and writing fluctuated as the children progressed from Grades 1 to 3; she also described how the meaning of literacy changed with specific teacher practices (e.g., whether individual differences were made more or less salient) and as the nature of the writing task itself changed. Similarly, in a more recent study, Nolen and her colleagues described how novice teachers' motivation to adopt specific assessment tools (e.g., tests, portfolios, rubrics) changed over a 4-year period-from the time they were enrolled in a secondary teacher education program through their 2nd year of professional teaching (Nolen et al, 2011). Again, in line with a situated perspective, their analysis centered on describing in great detail how these novice teachers' use of assessment tools and practices changed as they renegotiated their evolving identities and roles in and across specific contexts.…”

Section: Relativismmentioning

confidence: 94%

“…A prime example of a situative approach to motivation include the longitudinal work of Nolen and her colleagues (Nolen, 2007;Nolen, Horn, Ward, & Childers, 2011;Nolen & Ward, 2009), whose ethnographic studies focus primarily on describing how the motivation of students and novice teachers change over time and as they navigate different contexts. For example, in her study on literacy motivation, Nolen (2007) detailed how the meaning of reading and writing fluctuated as the children progressed from Grades 1 to 3; she also described how the meaning of literacy changed with specific teacher practices (e.g., whether individual differences were made more or less salient) and as the nature of the writing task itself changed.…”

Section: Relativismmentioning

confidence: 98%

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Culturalizing Achievement Goal Theory and Research

Zusho

Clayton

2011

Educational Psychologist

151

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This article is primarily designed to provide a cultural analysis of the literature on achievement goals. First, an overview of the four dominant approaches to the study of culture-namely, cross-cultural psychology, cultural psychology, indigenous psychology, and psychological anthropology-is offered. Second, we analyze the extant body of research on achievement goals according to the three metatheoretical orientations of absolutism, relativism, and universalism and argue that cultural research on motivation should adopt a universalist approach as it is most consistent with a motivational science perspective. Finally, we conclude with concrete recommendations for how future research on culture and motivation should proceed in light of a universalistic perspective.Although the role of culture in basic psychological processes can be traced back to the 18th and 19th centuries with the work of scholars such as Herder and Wundt, work on cultural processes did not appear in mainstream psychological research until about a century ago and is still viewed as a relatively new focus of inquiry. Indeed, research emphasizing the link between culture and psyche did not take center stage until the end of the 20th century, with the resurgence of cross-cultural psychology (Jahoda & Krewer, 1997;Shweder et al., 1998). At the same time, given psychology's general focus on the individual and relatively recent interest in cultural processes, it is unsurprising that psychology's conception of "culture" has been rather simplistic with most definitions focused on either patterns of behavior (i.e., behavioral aspect of culture) or shared beliefs (i.e., symbolic aspects of culture). Much of the research on culture also has conflated ethnicity (and/or country of origin) with culture, or has treated culture as an independent variable. That is, there remains a tendency within psychology to treat culture as a static antecedent of psychological phenomena rather than an integral part of it, as represented by much of the cross-cultural work of the last several decades

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Section: Relativismmentioning

confidence: 94%

Section: Relativismmentioning

confidence: 98%

Culturalizing Achievement Goal Theory and Research

Zusho

Clayton

2011

Educational Psychologist

151

View full text Add to dashboard Cite

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“…A student team must negotiate the sometimes conflicting values and goals of these worlds to determine what the team is trying to accomplish together, their joint enterprise [14][15][16]. The closer this joint enterprise is to what occurs in industry workgroups, the more authentic the activity.…”

Section: Hybridity In the Vcvd Project: Engineering World Andmentioning

confidence: 99%

Productively engaging student teams in engineering: The interplay between doing and thinking

Koretsky

Gilbuena

Nolen

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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A comparative case study examined two teams for instances of Productive Disciplinary Engagement (PDE) as they completed a complex, virtual process development project. Discourse from team meetings was analyzed to interpret how engagement unfolds, specifically classifying engagement in two dimensions: School vs. Engineering World, and task coproduction vs. knowledge co-construction. Teams were found to move back and forth between School World and Engineering World as different aspects of the learning system become salient and instances of PDE were triggered when teams experienced productive frictions from interlocking components of the learning system.

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“…Aligned with the findings of surveys (Mertler, 2003;DeLuca and Klinger, 2010;Alkharusi et al, 2011) and more in depth studies (Graham, 2005;Buck et al, 2010;Nolen et al, 2011;Taber et al, 2011;Eyers, 2014), experiencing and using assessment on practicum reinforced and extended assessment capability. Unfortunately, but perhaps predictably, the experiences practicum offered were inconsistent in the extent to which they enabled the teacher candidates to actually involve students as partners in the assessment process.…”

Section: Discussionmentioning

confidence: 99%

“…In a review of this literature (Hill and Eyers, 2016) four main influences were found: the teacher candidate conceptions that underpin such learning (for example, Brown, 2011;Brown and Remesal, 2012); the relationship between preservice assessment teaching and teacher candidate learning (for example, Buck et al, 2010;Siegel and Wissehr, 2011;DeLuca et al, 2012); the practical use by teacher candidates of assessment in classrooms during preparation (Graham, 2005;DeLuca and Klinger, 2010;Nolen et al, 2011; and others); and other factors such as personal dimensions (Eyers, 2014;Jiang, 2015), layered contexts (Nolen et al, 2011;Jiang, 2015) and broader policy and societal issues (Smith et al, 2014). Few, however, appear to have investigated how these aspects influence teacher candidates' assessment learning in relation to beliefs and formative practices that encourage student self-regulation.…”

Section: Previous Studies Regarding Teacher Preparation For Assessmentmentioning

confidence: 99%

Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers

2017

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Research over several years has found that "effective learners tend to monitor and regulate their own learning and, as a result, learn more and have greater academic success in school" (Andrade, 2010, p. 90). In New Zealand primary schools, the primary purpose of assessment and evaluation is to improve students' learning and teachers' teaching as both respond to the information it provides. To bring this purpose to fruition, teachers need to be educated to facilitate genuine engagement by learners in assessment processes; known in New Zealand as having assessment capability. In this study, we investigated to what extent, and how, teacher candidates learn to involve their students in formative assessment of their own work. Participants were a cohort of undergraduate, elementary school teacher candidates in a 3-year undergraduate program taught across three campuses at one university in New Zealand. Surveys and interviews were used to investigate assessment capability. Although the survey results suggested the teacher candidates may be developing such capability, the interviews indicated that assessment capability was indeed an outcome of the program. Our findings demonstrate that these teacher candidates understood the reasons for involving their students and are beginning to develop the capability to teach and use assessment in these ways. However, developing assessment capability was not straight forward, and the findings demonstrate that more could have been done to assist the teacher candidates in seeing and understanding how to implement such practices. Our data indicate that a productive approach would be to partner teacher candidates with assessment capable teachers and with university lecturers who likewise support and involve the teacher candidates in goal setting and monitoring their own learning to teach.Keywords: formative assessment, assessment literacy, assessment capability, teacher candidates, student involvement in assessment inTrODUcTiOn In New Zealand elementary schools, the primary purpose of assessment is to improve students' learning and teachers' teaching. To bring this purpose to fruition, teachers need to be educated to facilitate genuine engagement by learners in assessment processes, known in New Zealand as having assessment capability. Following a contextual introduction to assessment purposes and structures in New Zealand elementary education, this article provides an introduction to the place of formative assessment in bringing forth self-regulation. Next, an argument for increasing the assessment capability of teacher candidates grounded in the relationship between assessment and teaching is made to set the scene for the investigation of teacher candidates' preparedness to involve their students in classroom assessment processes. The neW ZealanD cOnTeXTUnlike many other Western education jurisdictions where standardized, state and national tests, or assessments are required throughout schooling, there are no compulsory tests in New Zealand elementary schools. Instead, accountability...

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Novice Teacher Learning and Motivation Across Contexts: Assessment Tools as Boundary Objects

Cited by 64 publications

References 14 publications

Culturalizing Achievement Goal Theory and Research

Culturalizing Achievement Goal Theory and Research

Productively engaging student teams in engineering: The interplay between doing and thinking

Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers

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