New Zealand and Queensland teachers' conceptions of learning: Transforming more than reproducing

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dc.contributor.author Brown, Gavin en
dc.contributor.author Lake, R en
dc.contributor.author Matters, G en
dc.date.accessioned 2015-02-13T03:24:26Z en
dc.date.issued 2008 en
dc.identifier.citation Australian Journal of Educational and Developmental Psychology, 2008, 8 pp. 1 - 14 (14) en
dc.identifier.issn 1446-5442 en
dc.identifier.uri http://hdl.handle.net/2292/24509 en
dc.description.abstract Background. Two major conceptions of learning exist: reproducing new material and transforming material to make meaning. Teachers’ understandings of what learning is probably influence their teaching practices and student academic performance. Aims. To validate a short scale derived from Tait, Entwistle, & McCune’s (1998) ASSIST inventory and to determine and compare the strength of agreement New Zealand and Queensland primary and secondary teachers had for both conceptions. Samples. Two survey studies with three populations provided valid data: 235 NZ Primary teachers in 2001, and 784 Primary and 614 Secondary Queensland teachers in 2003. A survey of 81 NZ secondary teachers in 2000 did not have enough participants to generate stable estimates. Methods. Five items defining learning were administered using a six point, positively-packed agreement rating scale. Data were analysed with MMLE confirmatory factor analysis with oblimin rotation. Multiple models were compared and results from the best fitting model (CFI and TLI>.90; RMSEA<.08) for all three samples are reported. Cohen’s d effect size was used to determine significance of differences in conceptions mean scores. Results and Conclusions. Psychometric properties of the two scales were good. Conceptions of learning were structured as two inter-correlated factors related to transforming and reproducing conceptions of learning. All samples agreed more with the transforming than the reproducing conception of learning; however, there were small group differences in mean scores. The response scale and items generated sufficient variation to detect differences in teachers’ attitudes towards transforming and reproducing conceptions of learning. en
dc.description.uri http://www.newcastle.edu.au/group/ajedp/Archive/Volume_8/v8-brown-et-al.pdf en
dc.relation.ispartofseries Australian Journal of Educational and Developmental Psychology en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.newcastle.edu.au/about-uon/governance-and-leadership/faculties-and-schools/faculty-of-education-and-arts/school-of-education/school-research/ajedp/notes-for-contributors en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title New Zealand and Queensland teachers' conceptions of learning: Transforming more than reproducing en
dc.type Journal Article en
pubs.begin-page 1 en
pubs.volume 8 en
pubs.author-url http://www.newcastle.edu.au/about-uon/governance-and-leadership/faculties-and-schools/faculty-of-education-and-arts/school-of-education/school-research/ajedp/previous-issues/volume-8-2008 en
pubs.end-page 14 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 71861 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2010-09-01 en


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