Pressures of the Season

Plank, Stephen B.; Condliffe, Barbara

doi:10.3102/0002831213500691

Cited by 53 publications

(8 citation statements)

References 51 publications

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“…Similar to the results of previous research (Plank & Condliffe, 2013;Popham, 2001), our findings reveal that teachers with ability-approach orientation were motivated to use ICT so as to prepare students for taking high-stakes exams, whereas for teachers with work-avoidance goal orientation ICT tools were primarily used to reduce workload (Selwood & Pilkington, 2005). Furthermore, work-avoidance goal orientation was related to intentions to get involved in teacher professional development with the expectation of benefiting from ready-made solutions (Butler, 2007;Nitsche et al, 2011).…”

Section: Discussionsupporting

confidence: 85%

Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers

Karaseva

Pruulmann-Vengerfeldt

Siibak

2017

Technology, Pedagogy and Education

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This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N=16) andEstonia (N=10) revealed that the use of ICT in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on our findings, we argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed.

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Section: Discussionsupporting

confidence: 85%

Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers

Karaseva

Pruulmann-Vengerfeldt

Siibak

2017

Technology, Pedagogy and Education

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“…Second, it demonstrates that there is considerable score variability across the three domains, and especially within the instructional support domain, when lessons are examined over an extended time period. Third, our research further appears consistent with recent findings that TE ratings are considerably lower in the IS domain than the ES and CO domains (e.g., Plank & Condliffe, 2013;Praetorius, Pauli, Reusser, Rakocsy, & Klieme, 2014).…”

Section: Discussionsupporting

confidence: 79%

On the Chopping Block: Examining the Fairness of Observational Data of Teacher Effectiveness

Wilson¹,

Thomas²,

Capps³

2014

JPUR

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Since the No Child Left Behind legislation, the assessment of teacher effectiveness (TE) for accountability purposes has been at the forefront of educational policy. Prominent among both already-existing and newly developed measures is the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). The CLASS is used currently in over 40 states across the country (Teachstone, 2013; Office of Head Start, 2014) to make high-stakes decisions for teachers, including compensation, promotion, and termination. For this reason, it is important that measures like the CLASS are evaluated by research. Our research hypothesizes that if measures like the CLASS can be reliably used for high-stakes outcomes, then scores for individual teachers should remain stable over time, and particularly so within units of thematically related lessons. We used a single-subject design, reflective of the real-world uses of TE scores, to assess score stability for two kindergarten teachers purposively selected from a larger database. Stability ranges were created around mean scores and then visually examined. Significant variability was found between lessons for both teachers, particularly in the instructional support domain of the CLASS. We conclude that single observations are likely not sufficient to reliably evaluate teachers' instructional effectiveness. Further research should investigate: (1) if similar variability is found with a larger number of teachers when observed for longer periods of time; (2) if this instability is found when using other TE measures; (3) the factors that contribute to observed instability; and (4) the number of teacher observations needed to obtain accurate views of teachers' effectiveness patterns.

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“…In keeping with this, Cortina et al (2017) show that Asian countries, focused on competitive testing and demonstration of relative ability, have lower school belonging. Research showing that performance-orientation is positively related with test anxiety (von der Embse et al 2018), and that high-stakes testing has negative effects on school belonging (Markowitz 2018;Plank and Condliffe 2013), are also in line with theoretical predictions. Of particular relevance are findings showing that low academic achievement is associated with lower school belonging (Allen et al 2016;Chiu et al 2016).…”

Section: Previous Empirical Research On School Belongingsupporting

confidence: 80%

Determinants of Declining School Belonging 2000–2018: The Case of Sweden

et al. 2021

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Students’ sense of belonging at school has declined across the world in recent decades, and more so in Sweden than in almost any other high-income country. However, we do not know the characteristics or causes of these worldwide trends. Using data on Swedish students aged 15–16 years from the Programme for International Student Assessment (PISA) between 2000 and 2018, we show that the decline in school belonging in Sweden was driven by a disproportionately large decline at the bottom part of the distribution, and was greatest for foreign-born students, students from disadvantaged social backgrounds, and for low-achieving students. The decline cannot be accounted for by changes in student demographics or observable characteristics related to the school environment. The decline did, however, coincide with a major education reform, characterized by an increased use of summative evaluation, and an overall stronger performance-orientation.

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Pressures of the Season

Cited by 53 publications

References 51 publications

Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers

Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers

On the Chopping Block: Examining the Fairness of Observational Data of Teacher Effectiveness

Determinants of Declining School Belonging 2000–2018: The Case of Sweden

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