Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences

Chiu, Ming Ming; Chow, Bonnie Wing‐Yin

doi:10.1177/0022022110381115

Cited by 56 publications

(19 citation statements)

References 48 publications

(46 reference statements)

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“…By targeting three European countries in which educational systems have been shown to be culturally diverse (Chiu and Chow 2011), namely Sweden, Portugal and the UK, we seek to acquire a more versatile and valuable account of the phenomena under study.…”

Section: Methodsmentioning

confidence: 99%

The case of classroom robots: teachers’ deliberations on the ethical tensions

Serholt

Barendregt

Vasalou³

et al. 2016

AI & Soc

122

147

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Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children's learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers' perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed. KeywordsEducational robots, Social implications, Ethics, Teachers' perspectives, Thematic analysis, Focus group AcknowledgmentsWe would first of all like to thank all the teachers and students who took part in the studies. We would also like to extend our gratitude to teacher education students Rebecka Olofsson and Trixie Assarsson for their excellent video editing. We thank Tiago Ribeiro, Eugenio Di Tullio, Etienne Roesch and Daniel Gooch for facilitating some of the focus groups. We would also like to thank master student Thomas Rider for his initial transcription services and ideas. We also thank the MUL group at the University of Gothenburg for their valuable feedback on an earlier version of this paper. This work was partially supported by the European Commission (EC) and was funded by the EU FP7 ICT-317923 project EMOTE (www.emote-project.eu). P. Alves-Oliveira acknowledges a FCT grant ref. SFRH/BD/110223/2015. The authors are solely responsible for the content of this publication. It does not represent the opinion of the EC, and the EC is not responsible for any use that might be made of data appearing therein.We recommend you cite the published version. The final publication is available at Springer via http://dx

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Section: Methodsmentioning

confidence: 99%

The case of classroom robots: teachers’ deliberations on the ethical tensions

Serholt

Barendregt

Vasalou³

et al. 2016

AI & Soc

122

147

View full text Add to dashboard Cite

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“…Teacher affective-social support enhances a teacher's relationship with students. Teachers who show care and concern for their students receive the same treatment from students by, for instance, adhering to classroom norms (Chiu and Chow, 2011). In the tested instrument, we considered both instructional-instrumental and affective-social supports (see Table 1).…”

Section: Teacher-external Support Resources To Complete the Required mentioning

confidence: 99%

MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales

et al. 2020

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Based on The Educational Situation Quality Model (MOCSE, acronym in Spanish) framework, the primary objective of this study is to test the factorial validity and reliability of two MOCSE measure instruments referred to the preactional-decisional phase, specifically to learning demands and teacher supports perceived by students to overcome such demands in the classroom context. The participants were 357 Spanish undergraduate students. The data obtained by exploratory and confirmatory factor analyses revealed that the "Learning Demands Scale" (MOCSE-LDS) has a two-factor structure: perceived desirability and feasibility of demands. The data also revealed that the "Teacher Support Questionnaire" (MOCSE-TSQ) is composed of ten independent factors or subscales with good psychometric validity and reliability properties. Finally, the Student's t-test generally indicated that the constructs considered in the instruments did not differ in gender terms. In short, the results obtained for the validity and reliability of the two tested instruments were good. Thus, the application of instruments MOCSE-LDS and MOCSE-TSQ is satisfactorily supported by empirical data. The resulting scales can be useful for researchers and teachers. On the one hand, this study provides researchers with two valid and reliable tools that may contribute to investigate students' motivation in the university classroom context based on MOCSE postulates. On the other hand, the two tested instruments may provide teachers and school psychologists with important information to implement preventive or intervention actions to improve students' intention to learn. Teachers may also use them to evaluate their own teaching and to research their own classrooms. The implications for education according to MOCSE postulates are discussed.

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“…Besides these factors, school-and classroom-related characteristics might also confound the relation between math-science coherence and problem solving. For instance, the schools' autonomy in developing curricula and managing educational resources might facilitate the incorporation of inquiry-and problem-based activities in science lessons (Chiu and Chow 2011). These factors have been discussed as being influential to students' competence development (OECD 2004(OECD , 2005.…”

Section: The Concept Of Math-science Coherencementioning

confidence: 99%

The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

Scherer

Beckmann

2014

Large-scale Assess Educ

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Background: On the basis of a 'problem solving as an educational outcome' point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the acquisition of problem solving competence to the coherence between math and science education. We propose the concept of math-science coherence and explore whether society-, curriculum-, and school-related factors confound with its relation to problem solving. Methods: By using the PISA 2003 data set of 41 countries, we apply multilevel regression and confounder analyses to investigate these effects for each country. Results: Our results show that (1) math and science competence significantly contribute to problem solving across countries; (2) math-science coherence is significantly related to problem solving competence; (3) country-specific characteristics confound this relation; (4) math-science coherence is linked to capability underutilisation based on science performance but less on math performance.

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Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences

Cited by 56 publications

References 48 publications

The case of classroom robots: teachers’ deliberations on the ethical tensions

The case of classroom robots: teachers’ deliberations on the ethical tensions

MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales

The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

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