Investigating Multiple-Choice Assessment: Secondary School Teachers' Perceptions and Practices

Multiple-choice assessment is used within nearly all levels of education and is often heavily relied upon within both secondary and postsecondary institutions in determining a student’s present and future success. Understanding why it is effective or ineffective, how it is developed, and when it is or is not used by teachers can further inform teachers’ assessment practices, and subsequently, improve opportunities for student success. Twenty-eight teachers from 3 secondary schools in southern Ontario were interviewed about their perceptions and use of multiple-choice assessment and participated in a single-session introductory workshop on this topic. Perceptions and practices were revealed, discussed, and challenged through the use of a qualitative research method and examined alongside existing multiple-choice research. Discussion centered upon participants’ perspectives prior to and following their participation in the workshop. Implications related to future assessment practices and research in this field of assessment were presented. Findings indicated that many teachers utilized the multiple-choice form of assessment having had very little teacher education coursework or inservice professional development in the use of this format. The findings also revealed that teachers were receptive to training in this area but simply had not been exposed to or been given the opportunity to further develop their understanding. Participants generally agreed on its strengths (e.g., objectivity) and weaknesses (e.g., development difficulty). Participants were particularly interested in the potential for this assessment format to assess different levels of cognitive difficulty (i.e., levels beyond remembering of Bloom’s revised taxonomy), in addition to its potential to perhaps provide equitable means for assessing students of varying cultures, disabilities, and academic streams.

Students’ Use and Perceptions of Social Networking Technologies: Connections to Reading, Reading Ability, and Self-Perception

Abstract This study was undertaken to examine traditional forms of literacy and the newest form of literacy: technology. Students who have trouble reading traditional forms of literacy tend to have lower self-esteem. This research intended to explore if students with reading difficulties and, therefore, lower self-esteem, could use Social Networking Technologies including text messaging, Facebook, email, blogging, MySpace, or Twitter to help improve their self-esteem, in a field where spelling mistakes and grammatical errors are commonplace, if not encouraged. A collective case study was undertaken based on surveys, individual interviews, and gathered documents from 3 students 9-13 years old. The data collected in this study were analyzed and interpreted using qualitative methods. These cases were individually examined for themes, which were then analyzed across the cases to examine points of convergence and divergence in the data. The research found that students with reading difficulties do not necessarily have poor self-esteem, as prior research has suggested (Carr, Borkowski, & Maxwell, 1991; Feiler, & Logan, 2007; Meece, Wigfield, & Eccles, 1990; Pintirch & DeGroot, 1990; Pintrich & Garcia, 1991). All of the participants who had reading difficulties, were found both through interviews and the CFSEI-3 self-esteem test (Battle, 2002) to have average self-esteem, although their parents all stated that their child felt poorly about their academic abilities. The research also found that using Social Networking Technologies helped improve the self-esteem of the majority of the participants both socially and academically.

Anxiety-Related Disorders in Primary-Junior Grades (K-3): Teacher Perceptions and Knowledge

This study used a descriptive case study design to analyze teachers’ experiences of anxiety-related conditions and emotions in the primary-junior grades (K-3). The study sought to examine (a) educators’ perceptions of anxiety conditions and how such interpretations influence their teaching practice; (b) teachers’ knowledge of the diagnostic processes, symptomology, and emotions related to anxiety disorders; (c) primary teachers’ knowledge of and experience with emotional regulation strategies and therapeutic approaches for anxiety; and (d) additional strategies and knowledge that should be available to help students. The study adopted Bronfenbrenner’s (1986) Ecological Model to frame participants’ experiences and perspectives, as well as the impact of several factors (e.g., school, home) and individuals (e.g. teachers, parents, students) on students’ anxiety and the participants’ perspectives. Through in-person interviews, participants shared their experiences with and knowledge about students in their teaching practice who had experienced anxiety-related conditions and emotions. Four major themes emerged from the data: symptoms and situational contexts; knowledge of strategies and interventions; understanding and perspectives of students; anxious emotional responses; and challenges. The study contributes to the literature by providing the real-life perspectives and experiences of primary-junior teachers (K-3) related to students experiencing anxiety. The study provides further information for educators, administrators, and research regarding any additional support and knowledge that should be implemented to further assist educators and students in regards to anxiety.

Asymmetries of Influence: Differential Effects of Body Postures on Perceptions of Emotional Facial Expressions

The accuracy and speed with which emotional facial expressions are identified is influenced by body postures. Two influential models predict that these congruency effects will be largest when the emotion displayed in the face is similar to that displayed in the body: the emotional seed model and the dimensional model. These models differ in whether similarity is based on physical characteristics or underlying dimensions of valence and arousal. Using a 3- alternative forced-choice task in which stimuli were presented briefly (Exp 1a) or for an unlimited time (Exp 1b) we provide evidence that congruency effects are more complex than either model predicts; the effects are asymmetrical and cannot be accounted for by similarity alone. Fearful postures are especially influential when paired with facial expressions, but not when presented in a flanker task (Exp 2). We suggest refinements to each model that may account for our results and suggest that additional studies be conducted prior to drawing strong theoretical conclusions.

Perceptions of Technology and Manifestations of Language Learner Autonomy

a grounded theory study investigating perceptions of technology by learners of English as a second language

Locating Intergenerational Sense of Self: Intersections of Genealogy with Leisure and Tourism

Situated at the intersection of leisure and tourism, there is currently a renewed interest and curiosity in ancestral lineages. Focusing on amateur genealogists who pursue, and travel for, a leisure engagement of genealogy, this qualitative research study endeavours to investigate their quests for personal identity and locations of an intergenerational sense of self. With the adoption of a narrative inquiry method, life story interviews were conducted with four amateur genealogists. Findings from an analysis of the narratives have been organized into five core themes, each of which contributes to our understanding of these amateur genealogists’ experiences of leisure and travel. While the amateur genealogists do not acknowledge their leisure engagements as a quest for personal identity, they make use of such engagements to locate an intergenerational sense of self and gain enriched self-understandings. Moreover, by facilitating intersections of genealogy, leisure, and tourism, several key insights are offered that may be of particular interest to scholars in both fields of study.

University Students' Perceptions of Myocardial Infarction Patients

This study examined: (1) whether individuals who were described as having a myocardial infarction (MI) were perceived differently compared to individuals who were described as having rheumatoid arthritis or individuals who had no health condition; and (2) whether individuals described as engaging in exercise following an MI were perceived more positively than those described as not engaging in exercise following an MI or for whom no mention of exercise was made. University students (n = 473) were randomly assigned 1 of 10 target conditions. They completed demographic information, read a target description, created an image of that target in their head, and then rated that target on physical and personality characteristics. The results showed that the MI targets were perceived more negatively than the arthritis targets and healthy controls, specifically on the physical characteristics. Further, engaging in exercise following an MI helped to reduce the negative perceptions associated with MIs.

A Qualitative Study of the Professional Experiences of Teachers With Mobility Challenges and Their Self-Perceptions of Professional Success

This qualitative investigation explored the professional experiences of 3 Ontario teachers who have mobility challenges. The study’s participants (2 male and 1 female) were Ontario teachers who have permanent physical disabilities that challenge their means of mobility. Each participant has an Ontario Certified Teaching License and has either taught or is currently teaching in an Ontario school. My primary source of data collection was a semi-structured face-to-face interview with each participant. The focus of the interview was participant perspectives. Data analysis was accomplished in 3 phases. Data analysis generated 5 prominent themes of commonality among participants: (a) independence and sacrifice, (b) living with pain, (c) barriers and obstacles, (d) the importance of communication, and (e) professional benefits and personal rewards.

The Perceptions of Kinesiologists of Ethics and Professionalism as Established by the College of Kinesiologists of Ontario

As of April 1, 2013 kinesiology became a regulated health profession in Ontario. With its own governing body, the College of Kinesiologists of Ontario (CKO), there are new ethical and professional standards to which kinesiologists must adhere. The purpose of this study is to investigate kinesiologists’ thoughts and perceptions regarding the CKO’s Practice Standards, Guidelines and Code of Ethics, and their level of ethical knowledge and training. Eleven semi-structured interviews were carried out with kinesiologists. Interview data was analyzed through the development of general themes. Findings revealed that kinesiologists are confident of their ethical decision making skills but are in need of more ethical and professional education and training in order to become respected healthcare professionals in the healthcare community and in the eyes of the public. Furthermore, there were key areas identified in need of improvement regarding the quality of the Practice Standards, Guidelines and Code of Ethics. Additional findings, implications and recommendations for future research were also discussed.

Perceptions of Adolescent Males and Their Parents as to Factors That Influence the Young Men's Academic Performance

Postsecondary enrolments of young males has been declining since the mid-1980s. The decline can be attributed, at least in part, to boys and young men being unable to compete for a fixed number of available places in institutions of higher learning, whether in community college or university. This inability to compete stems from their academic performance in secondary school. This study interviewed adolescent males and their parents as to their perceptions of a number of factors that may contribute to their academic performance. Those factors included noncognitive skills, dimensions of character, perceptions of teachers, general attitudes towards school, and likes and dislikes on a range of course subjects. One of the most important findings was that only one of the seven adolescent male participants was considering a future career that would require a university degree. Other findings showed the young men's noncognitive skills were weak, particularly in relation to time management skills and their unwillingness to ask for help with schoolwork and homework. Most of the young men expressed a dislike for mathematics beyond high school, a subject key to the study, of the natural sciences, engineering, technology, and business. Recommendations include school reforms both inside the classroom and beyond. Additionally, a framework using project management theory and practice has been proposed to improve noncognitive skills, dimensions of character, and executive function.

New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom

Our perceptions of knowledge attainment have changed (Bezemer & Kress, 2010). The type of students our teachers once were is vastly different from the students they currently teach. We need our next generation to thrive in a dynamically, interactive world saturated with opportunities for meaning making (Kress & Selander, 2012). Our current students are responsible for continuing our society, but that does not mean we need them to become us (Gee, 2009). Rather desperately, we need them to be thinkers and expressive in a variety of modes. The world will be different when they take their rightful place as the next generation of leaders, and so too must their thinking be different (Cope & Kalantzis, 2000). This explanatory mixed-method study (Creswell, 2013; Mertens, 2014) involved an investigation into perceptions of new teachers regarding inclusive pedagogies like Universal Design for Learning (CAST, 2011). It specifically discusses the contemporary thinking of 44 new Ontario teachers regarding inclusive pedagogies in their teacher education as well as their relative intent to utilize them in their practice. This study reveals a distinct tone of skepticism and provides suggestions for the continued improvement of teacher education programs in this province.

Teachers’ Beliefs and Perceptions of Bullying and Bullying Prevention Initiatives

While bullying prevention programs appear to be decreasing the number of bullying incidents overseas, bullying prevention programs here in Canada have not been proving as effective. Evaluations of bullying prevention programs often focus on the outcomes and neglect to examine the training regimen for teachers. As teachers are on the front lines of bullying prevention programs, the current study explored teachers’ beliefs about the various types of bullying, their perceptions of their own abilities (e.g., teacher bullying prevention efficacy (TBPE), self-concept, and theory of mind) to implement bullying prevention initiatives, and how the school climate may influence their efficacy beliefs. Participants in the current study were 61 Canadian teachers (n = 51 women), predominantly from Ontario. Participating teachers represented all elementary division levels (primary, junior, and intermediate). Participants’ teaching experience ranged from zero years of teaching (pre-service) to 28 years of experience (M = 10.50, SD = 7.35). It was found that participants reported a relatively high TBPE score, which was related to their likely intervention in cyberbullying situations but not for other forms of bullying situations. It was found that teachers were most likely to intervene in physical bullying than verbal, relational, and cyberbullying, respectively. TBPE was influenced by the school climate. Teachers’ scores on the theory of mind scale was not a significant indicator of any teachers’ bullying beliefs. Analyses exploring the relationship between bullying beliefs and self-concept, morality predicted teachers TBPE scores and the likelihood of intervention. Teachers’ recommendations for bullying prevention training and school bullying prevention programs were explored. Results are discussed in terms of implications for practice and future research.

The Influence of the Media on Shaping Perceptions of Leadership in Sport: A Within and Between Groups Design

An experimental design that included both between-group and within-group designs was used to assess media influence on perceptions of sport leadership. Participants were recruited and randomly assigned to three groups, where each group completed two separate survey sessions regarding leader personality traits and behaviours. During the second survey session, experimental Groups 1 and 2 watched a video on a separate, respective sport leader prior to filling out the survey. There were a total of 104 participants (N = 104) for the first session, and 99 (N = 99) participants completed the second session. One-way ANOVA, factorial repeated measures ANOVA, and ANCOVA were used for data analysis. Results indicate a significant change in Group 2’s results after watching the video clip, thus rejecting the null hypotheses. Results and implications are discussed, highlighting their relationships to sport and media related theories and sport management practice.

Registered Nurses' Perceptions about Facilitators and Barriers to Maternal Skin to Skin Contact in the Operating Room

Abstract It is recommended that all new mothers experience skin-to-skin contact (SSC) with their newborns immediately after birth. However, SSC is not commonly practiced after cesarean deliveries. To understand facilitators and barriers regarding SSC in the operating room (OR), a descriptive online and paper survey was conducted with 68 Registered Nurses from four hospitals in Ontario. The theory of planned behavior framed the study. Nurses had positive attitudes, and believed most health care team members supported SSC in the OR, but were uncertain about their control over the behavior. Nurses who had practiced the behavior in the past had more positive attitudinal and normative beliefs, and perceived some barriers as less difficult. Attitude and past behavior were the only significant multivariate predictors of intention to practice SSC in the future. Results suggest that shifting attitude and supporting more experience with the practice may increase nurses’ implementation of SSC in the OR.

The perceptions of commune health workers about an education strategy received for counselling fathers about infant and breastfeeding involvement

Objective To evaluate the perceptions of healthcare workers in Vietnam about the efficacy of a continuing education strategy about father involvement and breastfeeding counselling. Design One group, post-test only, quasi-experimental design Method A questionnaire based on Social Cognitive Theory (SCT; Bandura, 2004) was disseminated to participants (N=28). This questionnaire measured self-efficacy, outcome expectations, socio-structural factors, goal setting and behaviour. Multiple regressions were analyzed predicting participants’ practice of client focused father involvement consulting. Results Bivariate correlations demonstrated the anticipated patterns of association between SCT-based constructs. Multiple regression analysis indicated that outcome expectations and barriers were significant predictors of client focused father involvement consulting. Conclusions Participants reported that the education increased their self-efficacy, outcome expectations and client focused father involvement consulting behaviour. Future education should be accessible, increase counselling confidence and address beliefs about the outcomes and challenges of father involvement consulting.