Helping Teachers Improve Classroom Group Processes

Writing pedagogy in the early years: A study of teacher beliefs, classroom practices and influences

This research investigated differences and associations in performance in number processing and executive function for children attending primary school in a large Australian metropolitan city. In a cross-sectional study, performance of 25 children in the first full-time year of school, (Prep; mean age = 5.5 years) and 21 children in Year 3 (mean age = 8.5 years) completed three number processing tasks and three executive function tasks. Year 3 children consistently outperformed the Prep year children on measures of accuracy and reaction time, on the tasks of number comparison, calculation, shifting, and inhibition but not on number line estimation. The components of executive function (shifting, inhibition, and working memory) showed different patterns of correlation to performance on number processing tasks across the early years of school. Findings could be used to enhance teachers’ understanding about the role of the cognitive processes employed by children in numeracy learning, and so inform teachers’ classroom practices.

This study was undertaken to: (1) determine whether significant behavioral changes occur as a result of sensitivity training, and (2) compare the effectiveness of three sensitivity training group time patterns: spaced (an average of 30 hours spaced over a period of approximately lo weeks), massed (an average of 24 hours in one continuous training session), and a combination (a weekend, with 10 hours spent in training, followed by five two-hour sessions once a week and terminating with another weekend). Behavioral changes were measured by individually constructed rating scales. The criterion scores included self, trainer, and group member ratings, as well as an independent assessment by outsiders who knew the individual well. Experimental subjects showed more rated behavioral change (p < .oi) than did control group subjects at the conclusion of training and after a three-month follow-up period. The data also indicate at the short post that the combination pattern of time was more effective than the spaced pattern, but no inter-pattern differences were significant at the three-month follow-up.

During the 2013-2014 school year, approximately 5 million students in U.S. public schools (K-12) were heritage language speakers (HLSs), which represented almost 10% of total enrollment. The HLS population is expected to keep growing for the next decade (National Education Association, 2011). Teachers play a critical role in the learning and teaching process of students. Teachers' beliefs and classroom practices toward children's maintenance of heritage language and culture can have a powerful influence on HLSs' beliefs and their performance. Researchers have found several factors can predict teachers' beliefs about students' heritage language maintenance, including teachers' personal beliefs and education background, years of teaching experiences, English as second language (ESL) training, and ability to speak another language (Szecsi et al., 2015; Pettit, 2011; Lee & Oxelson, 2006; Garca-Nevarez et al., 2005, Byrnes, Kiger, & Manning, 1997). This study used interviews, observations, and a survey to explore elementary teacher's beliefs and classroom practices in supporting students' heritage language and culture. Results showed that teachers believed it was important to maintain HLSs' heritage language. Schools and teachers were also implementing different stategies and practices to incorporate students' heritage language and culture in classrooms. However, schools and teachers all faced challenges in meeting the needs of HLSs. Factors that contibute to teachers' beliefs and classroom practices toward maintaining their students' heritage langauge and culture were also investigated.

To assess associations of perceptions of sexual behavior change with actual risk behaviors and psychosocial variables, and to determine whether perceptions of behavior change predict subsequent behavior. Cohort study of homosexually active men. Community health center in Boston, Massachusetts, USA. Two hundred and sixty-two cohort members who participated in follow-up in 1989 and who had at least one subsequent visit. None. Composite risk behavior variable, based on unprotected anogenital contact and number of partners. Of the 96% who had effected behavior change, 47% perceived that they were able to maintain those changes consistently and 58% wanted to make more changes. Perceptions of consistent maintenance were associated with lower risk behavior, lower perceived riskiness of behaviors and susceptibility to AIDS, and fewer barriers to behavior change. Desire for more change was associated with increased behavioral effort, fewer barriers to condom use, and greater perceived riskiness of current behavior. Among those with lower risk behaviors, perceived inconsistent maintenance predicted relapse to more risky behavior at the following visit. Perceived maintenance of behavior change is potentially useful in identifying individuals at risk of relapse from safer sex.

A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators

Hippocampal Volumes in First-Episode Psychosis

This empirical study uses nudge theory to develop conceptual models to predict the pro-sustainable behaviors of visitors. Two sets of antecedents, including the destination level (i.e. destination social responsibility [DSR]) and the individual level (climate change perception), were used as configurations to stimulate the pro-sustainable behavioral intentions of visitors in terms of willingness to sacrifice, eco-behaviors, and localism. The proposed models were tested using partial least squares-structural equation modeling (PLS-SEM) to investigate the net effect of the antecedents and fuzzy-set qualitative comparative analysis (fsQCA) to explore complex configurations leading to the pro-sustainable behavioral intentions of visitors. An interview study with experts was also conducted to develop a framework illustrating transformational drivers of actual pro-sustainable behaviors. Climate change concerns and environmentally responsible destinations appear to be significant predictors of visitors’ willingness to sacrifice, localism, and eco-behaviors. Climate change awareness, beliefs, and concerns are necessary for pro-sustainable behavioral intentions. The results highlight the importance of nudge theory and creative practices to enact pro-sustainable behavioral change. The proposed framework offers guidelines at the tactical, strategic, and structural levels to stimulate visitors’ actual behaviors toward climate change actions.

The high mathematics performance of pupils in Singapore on international assessments has prompted educational initiatives in other countries – such as the UK and the USA – to adopt Singapore-based approaches in an attempt to raise mathematics achievement. Empirical evidence to support the transferability of such approaches beyond the Singaporean context, however, is limited. This article reports findings from a mixed methods Cluster Randomized Controlled Trial (mmCRCT) evaluating the use of a primary mathematics textbook series and teaching approach in England based on a textbook and teaching approach from Singapore. Main features of the intervention included textbook use, mixed-ability groups, use of manipulatives, and emphasis on mastery (i.e. ensuring all pupils grasp core concepts before proceeding to new topics). A delayed treatment experimental design was used within the mmCRCT, with 12 schools randomly allocated into two groups. The experimental group used the textbooks and teaching approach from September 2015. The delayed treatment control group proceeded with “business as usual” until January 2016, then started using the textbooks and teaching approach. Data were collected (in the first, second and third terms of one school year) on pupils’ mathematics knowledge and skills, pupils’ attitudes towards mathematics, classroom practice (based on structured observation schedules and qualitative field notes), teacher perspectives (from semi-structured interviews), and intervention-specific professional development (in July 2015 for the experimental group, December 2015 for the delayed treatment control group, observed by researchers and followed by focus-group interviews). Results showed a small but significant positive effect by Term 3 of using the mastery-oriented materials and approach from September on pupils’ subsequent mathematics knowledge and skills, but no persistent difference between groups across terms on their attitudes. Differences in classroom practice between the two groups were observed in the first term but insignificant by the third term. Qualitative findings elaborate on and illustrate these first-term differences, teachers’ perspectives on their practice, variations in textbook use and teaching approach implementation, and considerations of fidelity to intervention. Implications are drawn for policy and practice in mathematics teaching and for research using mixed methods experimental designs to evaluate a combination of processes, perspectives and outcomes.

PurposeDrawing on the theory of planned behavior, this study aims to conduct an empirical investigation on whether and how psychological and motivational factors (i.e. attitudes, subjective norms and perceived behavioral control) affect actual purchase behavior. It does so through the lens of boycott intention and gender differences in the context of boycott campaigns.Design/methodology/approachFocusing on the South Korean boycott campaign against Japanese companies, this study employs a structural equation model using survey data from 571 South Korean consumers to test the hypotheses.FindingsWhile the three psychological and motivational factors inhibit all three dimensions of actual purchase behavior (i.e. purchase frequency, number of items purchased and purchase amount) through increased boycott intention, perceived behavioral control of boycotts directly curb South Korean consumers from purchasing Japanese products. Additionally, the effect of boycott intention on overall actual purchase behavior is stronger for men than for women, suggesting a moderating role of gender.Practical implicationsTo mitigate the devastating impact of unexpected consumers' boycott campaigns, this study advises that global brand management and attractive online channels are essential while considering the differential impact of gender.Originality/valueBy conceptualizing three dimensions of actual purchase behavior capturing behavioral changes before and after a boycott, this study highlights the linkages between psychological and motivational factors, intentions and behaviors. Additionally, this study attempts to clarify the previously conflicting evidence on gender's role in boycott campaigns while taking a culture-inclusive psychologies approach to gender.

This chapter elaborates findings from a longitudinal ongoing cross-cultural study comparing the teacher education and classroom practices in Finland and Sweden. The focus is on the cultural scripts of mathematics instruction during the first school years (ages 6–8). Firstly, we present a description of the contexts of each country concerning primary teacher education and the transition from preschool to school. We then characterise the dominating conceptualisations of the mathematics classroom practices for the early years in both countries, building on several analyses of different data sources. We focus especially on the intricate balance between flexibly building mathematics on pupils’ ideas of familiar everyday phenomena within a thematic teaching style on the one hand, and on the other, the organisation of learning environments strictly based on a predetermined hypothetical learning trajectory. Finally, we discuss our findings in light of the international literature on early mathematics education and transition from preschool to school.

Predicting farmers’ water conservation goals and behavior in Iran: A test of social cognitive theory

Dietary behavior and type 2 diabetes care

Stereotype is one of the issues which happens in America’s multicultural society up to now. This research investigates two objects. First, the type of stereotype: Black female stereotype and the second is stereotype formation which applied in Toni Morrison’s The Bluest Eye. Qualitative method was used in this research. The theories used to approach this research are taken from Mahassen Mgadmi (2009) and James L. Hilton and William von Hippel (1996). The research revealed that there are two main findings in this research. First, the type of stereotype found in the novel is Black female stereotype which represented by two characters. Second, there are two stages of stereotype formation occurred in the novel: Illusory Correlation and Self-Fulfilling Prophecy. The acts of Self-fulfilling Prophecy are harsh word choice, verbal tones, degree of interpersonal distance, facial expressions, and teaching methods or classroom practices. Hence, it can be assumed that the black female characters in the novel are still defined by their physical appearances which then strengthen the stereotype towards them. In addition, the stereotype that happens is actually formed in their mind, and then it is shown in their actual behaviors.

This study investigates the perspectives of teacher educators at SMP Putri Cahaya Medan regarding the integration of evidence-based teaching (EBT) into their classroom practices. Amid growing emphasis on utilizing research to enhance education, the gap between educational theory and practical implementation remains a critical concern. Using a mixed-methods approach, including interviews, surveys, and classroom observations, this research explores teacher educators’ attitudes, challenges, and strategies related to EBT. Findings indicate that while educators generally value research-informed practices, they face significant barriers such as time constraints, limited access to research, and conflicts between personal teaching philosophies and empirical findings. However, factors such as institutional support, collaborative learning environments, and contextual adaptation of research findings were identified as key enablers. The study concludes that systemic support and professional development are essential to empower teacher educators in effectively translating research evidence into meaningful teaching practices, thereby bridging the gap between research and classroom application.