Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students

Jager, Lieke; Denessen, Eddie; Cillessen, Antonius H. N.; Meijer, Paulien C.

doi:10.1007/s11218-020-09603-w

Cited by 7 publications

(5 citation statements)

References 50 publications

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“…The fourth workshop focused on providing and experimenting with tools and strategies to make teachers aware of the effects of (un) conscious teacher expectations on student educational outcomes (Features 4 and 5). For instance, the "sixty seconds about each student" exercise (Jager et al, 2021) was introduced here. It aims to create awareness about the impact of teacher expectations on students' learning opportunities and educational outcomes.…”

Section: The Professional Development Programmentioning

confidence: 99%

An evaluation of a professional development program aimed at empowering teachers’ agency for social justice

van Vijfeijken,

van Schilt-Mol,

van den Bergh

et al. 2024

Front. Educ.

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This article reports on an evaluation study of a professional development program to promote teachers’ agency for social justice and educational equality. Despite that teachers are seen as change agents for social justice, few studies have investigated what empowers them to adopt this role. Therefore, we designed a theory of change with seven manifestations of agency for social justice (e.g., being committed and experts, taking initiatives). Fourteen primary school teachers participated, engaging in individual reflections, focus group interviews, and an open-ended questionnaire. Thematic analysis was used to code manifestations of agency such as commitment and initiatives. The results demonstrated an empowered sense of agency among the participants. For example, they displayed heightened awareness of inequalities and a critical stance toward their own actions, school policies, and the education system in relation to educational equality. This study contributes to theoretical knowledge about how a professional development program for experienced teachers can be used to develop agency for social justice. Key factors that supported teachers’ agency included sufficient time and support in the program to familiarize themselves with social justice and educational equality concepts, as well as receiving comprehensive knowledge on practical interventions and dedicated time for discussing their applicability in their own teaching practice.

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Section: The Professional Development Programmentioning

confidence: 99%

An evaluation of a professional development program aimed at empowering teachers’ agency for social justice

van Vijfeijken,

van Schilt-Mol,

van den Bergh

et al. 2024

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Al mismo tiempo, unido a la importancia del conocimiento del profesorado se encuentra su actitud y percepciones en relación con su alumnado (Jager et al, 2021). En este contexto, cobra relevancia el estudio de los factores que asocia el profesorado al rendimiento de su alumnado, lo que se encuentra vinculado a la teoría de la atribución (Weiner, 1985).…”

Section: Teachers' Knowledge About and Perception Towards Learning Di...unclassified

Conocimiento y percepción del profesorado sobre las dificultades de aprendizaje de la lectura

Laguillo-Rebolledo,

Cueli,

González-Castro

2023

PSE

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El profesorado es determinante en la detección e intervención en los casos de alumnado con dificultades específicas del aprendizaje de la lectura, de ahí el interés en valorar su conocimiento y actitud hacia este grupo de estudiantes. Los objetivos del presente estudio fueron: analizar las diferencias en el conocimiento sobre las dificultades específicas del aprendizaje de la lectura en base al nivel educativo del profesorado (Educación Primaria y Educación Secundaria Obligatoria) y su experiencia con alumnado con dificultades específicas del aprendizaje de la lectura; y analizar las atribuciones causales del profesorado sobre el rendimiento del alumnado con y sin dificultades específicas del aprendizaje de la lectura. Participaron 237 docentes, de los cuales el 78.1% eran mujeres. Del total, 118 eran maestros/as de Educación Primaria y 119 profesores/as de Educación Secundaria Obligatoria. Los docentes respondieron a la Escala de Conocimientos sobre las dificultades específicas del aprendizaje de la lectura (38 ítems) que cuenta con tres dimensiones (Información General, Síntomas/Diagnóstico e Intervención) y a un cuestionario de atribuciones causales del profesorado (cuatro ítems). Los resultados reflejaron que el profesorado de Educación Secundaria Obligatoria y aquellos/as con poca experiencia con alumnado con dificultades específicas del aprendizaje de la lectura mostraban un menor conocimiento sobre las dificultades específicas del aprendizaje de la lectura. El profesorado atribuía el éxito de los/las estudiantes con y sin dificultades específicas del aprendizaje de la lectura mayoritariamente a factores intrínsecos. En el caso del fracaso la atribución extrínseca aumentaba ante el alumnado con dificultades específicas del aprendizaje de la lectura.

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“…Reading is a process of interaction between the text and the reader's imagination. Therefore, lecturers need to diversify reading techniques to make teaching more varied and engaging and arouse students' interest in learning more diligently (Jager, Denessen, Cillessen & Meijer, 2021;Easterbrook & Hadden, 2021;Baker-Doyle, 2021).…”

Section: Introductionmentioning

confidence: 99%

The analysis of students’ reading and writing difficulties in learning english at universitas kristen indonesia

Naibaho¹

2022

JKP

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This study aims to analyse the students' reading and writing difficulties in learning English, and it was conducted at Universitas Kristen Indonesia. The design of this study is a quantitative study with a survey design. The study data were collected by distributing the questionnaire to 80 students of Universitas Kristen Indonesia. The study instrument covered the students' background, reading difficulties, writing difficulties, and perceptions of their lecturers' teaching. The data of the study were analysed using SPSS 7.5. The weakness of students in mastering reading and writing ability affects their potential and motivation in mastering various other skills in the English language. The study results showed that all respondents agreed that the factors of ability and creativity of lecturers could change the perception and awareness that they also have the potential to succeed in learning. Then it is concluded that in a collaboration involving the school management, it is hoped to build a conducive school climate, and a safe school environment can stimulate motivated students to continue learning.

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Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students

Cited by 7 publications

References 50 publications

An evaluation of a professional development program aimed at empowering teachers’ agency for social justice

An evaluation of a professional development program aimed at empowering teachers’ agency for social justice

Conocimiento y percepción del profesorado sobre las dificultades de aprendizaje de la lectura

The analysis of students’ reading and writing difficulties in learning english at universitas kristen indonesia

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