Integrating Teachers' Conceptions: Assessment, Teaching, Learning, Curriculum, and Efficacy.

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Show simple item record Brown, Gavin en
dc.contributor.editor Presscott, AP en 2011-08-18T22:37:58Z en 2006 en
dc.identifier.citation In The Concept of Self in Education, Family and Sports. Editors: Presscott AP. 1-49. Nova Science Publishers, New York 2006 en
dc.identifier.isbn 9781594549885 en
dc.identifier.uri en
dc.description.abstract How teachers' beliefs about assessment, teaching, learning, curriculum, and efficacy relate to each other is not well understood. The general stereotype proposes a dichotomy between a teacher transmission of surface content for accountability conception and a learner-centred, deep learning assessed for formative purposes approach. Teachers' conceptions were examined to determine the nature of their connections. A questionnaire survey of over 230 New Zealand primary school teachers used five batteries to measure teachers' conceptions. Joint and multi-battery exploratory factor analyses of the 22 scale scores revealed four conceptions and average strength of agreement was determined. Teachers strongly agreed with the deep, humanistic and nurturing conception; moderately agreed with their ability to deliver surface learning in accountability assessments, moderately agreed with teaching and curriculum for social reform or reconstruction, and slightly agreed that assessment was bad and could be ignored because it does not improve teaching or learning, is inaccurate, and external factors prevent teachers from making improvement. This pattern revealed New Zealand teachers to be strongly child-centred with a somewhat positive orientation towards accountability. Teachers' conceptual make-up was more sophisticated than the stereotypical dichotomy. en
dc.description.uri en
dc.publisher Nova Science Publishers en
dc.relation.ispartof The Concept of Self in Education, Family and Sports 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. en
dc.rights.uri en
dc.title Integrating Teachers' Conceptions: Assessment, Teaching, Learning, Curriculum, and Efficacy. en
dc.type Book Item en
pubs.begin-page 1 en
dc.rights.holder Copyright: 2006 Nova Science Publishers, Inc. en
pubs.end-page 49 en New York en
dc.rights.accessrights en
pubs.elements-id 50186 en
dc.relation.isnodouble 11057 *
dc.relation.isnodouble 11058 * Education and Social Work en Learning Development and Professional Practice en
pubs.record-created-at-source-date 2010-09-01 en

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