Dear Sebastian, you may wish to update your list of effects with the newer one on our website. As you know Professor Hattie is continually revising and updating his database of what works best in education. You will also note Professor Hattie would prefer it if people moved away from ranking the effect sizes. Kind regards. Dear Shaun, Thank you for your comment and for pointing me to the updated list!
I will try to update the list on this website as soon as possible. Do you think this would be useful? Kind regards, Sebastian. In my country we use to have bigger classes with more than pupils in class taught by one teacher. Thank you very much for the information that you provide for the improvement of education in the world and I will wait for your response.
In other words, if you are being negative you are responsible for dragging things down further! Hard to sustain positive optimism for those of us, probably most of us, who battle against societal apathy, political opportunism and plain administrative barriers.
I can feel your sense of hopelessness. My first year of teaching was in Strive to be your best and that will be enough for your students. More than anything, young people need to experience authenticity from their teachers. John Hattie, University of Melbourne researcher, states that teacher efficacy is the number one instructional strategy to raise student achievement 1. This is […]. Collective teacher efficacy according to john hattie.
The highest ranked influence is collective teacher efficacy 1. John Hattie, who by now is likely familiar to most educators.
Collective Teacher Efficacy is the belief by teachers that together they can positively affect stude…. Your email address will not be published.
Save my name, email, and website in this browser for the next time I comment. Table 2. Figure 1. Figure 2. Specifically, the relations between personal values and self-efficacy was expected to be stronger for self-determined teachers, namely those teachers characterized by low controlled motivations i. Self-determination may activate values and related behaviors, thus strengthening the values—self-efficacy relation.
From this study it emerged that teachers gave the greatest importance to self-transcendence and conservation values. This result is in line with previous studies on teachers e. Thus, the teachers who participated in the study recognized the importance of values like the welfare of ingroup members, tolerance, social justice, world beauty i. Thus, in their value priorities teachers appear to be socially oriented, both in terms of caring for others i. The specific context where the study was carried out explains therefore the contrasting finding compared to the results by Sousa et al.
Indeed, the relation between openness to change and self-efficacy was positive at low levels of controlled motivations, but negative at high levels of controlled motivations.
On the contrary, where the external pressures to behave in a certain way are strong, the more teachers give importance to openness to change, the more they perceive themselves as inefficient.
In interpreting these results, some limitations need to be taken into consideration. The main shortcoming of the present study is the involvement of a single-country convenience sample, since participants were selected according to the high school collaboration, and its cross-sectional design, which limits casual inferences from the data as well as possible considerations with regards to bidirectionality of the links.
Caution is needed in generalizing results since the sample was mainly composed of female teachers We believe the strongest point of this study is to have shown that values, under certain motivational conditions, are precious resources to improve the quality of teaching experience for teachers and indirectly for their students.
Self-knowledge and conscious endorsement of personal values could therefore help teachers to healthily handle the challenges of teaching and to prevent work-related stress and burnout. The datasets for this manuscript are not publicly available because of local legal and privacy restrictions Italian Data Protection Code — Legislative Decree No. However, the raw data supporting the conclusions of this manuscript can be made available by the first author to qualified researchers upon request.
The authors assert that all procedures contributing to this work comply with the ethical standards of the relevant national and institutional committees on human experimentation.
All participants gave written informed consent in accordance with the Declaration of Helsinki. DB designed and carried out the study, contributed to the analysis of the results and to the writing of the manuscript.
FD contributed to the analysis of the results and to the writing of the manuscript. PB contributed to the writing of the manuscript. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Aiken, L. Multiple Regression: Testing and Interpreting Interactions. Thousand Oaks, CA: Sage. Google Scholar. Bandura, A. Self-efficacy: toward a unifying theory of behavioral change. Bardi, A. Values and behavior: strength and structure of relations.
Barni, D. Capanna, C. La misura dei valori. Un contributo alla validazione del portrait values questionnaire su un campione italiano [The measurement of values. A contribution to the validation of the portrait values questionnaire on an Italian sample].
Bollettino di Psicologia Applicata , 29— Everyone in your company can see a direct path from their work to helping learners — in ours, that can be a challenge. Perhaps most importantly, you are helping to shape the conversation by thinking differently about education and challenging long-held views about how people should learn, and what companies in education should provide.
Companies of all sizes need to make efficacy central to everything they do. Sign up for our Newsletter. Like this article? Shutterstock "knowledge". We have also defined the different types of learner outcomes.
Some are simple: improved access across platforms, for example, or a positive user experience. Others are more ambitious, like progression to the next course of study, training, or employment.
Review products to ensure they are positioned to deliver on those outcomes, and put in place efficacy improvement programs: The Pearson efficacy framework is used internally to evaluate how well-positioned a particular product or service is to enable learner outcomes. Its purpose is to set out the ways a product or service could be improved, and to create a path forward for product and business teams. The framework is available for public use as well! Conduct research to measure the efficacy of products in use, and feed insights back into product development.
To check that things are working the way we say they will, we collect and analyze all kinds of evidence related to outcomes — from surveys, to on-platform analytics, to academic-caliber studies or randomized controlled trials.
See here for some examples in our K12 portfolio. We believe different outcomes will need to be upheld by different kinds of evidence at different levels of robustness.
0コメント