10 th semester pre-service teacher beliefs and cognitive dissonances : a narrative reflection on efl practice at la Salle University

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014

Do teacher stereotypes about school tracks function as expectations at the collective level and do they relate to the perception of obstacles in the classroom and to teachers’ self-efficacy beliefs?

The effects of individual teacher expectations have been the subject of intensive research. Results indicate that teachers use their expectations to adapt their interactions with their students to some degree (as summarized in a review by Jussim & Harber, 2005). This can in turn lead to expectancy-confirming student developments. While there are studies on the Pygmalion effect on individual students, there is only little research on teacher judgements of whole classes and schools. Our study aims to extend the perspective of teacher judgements at the collective level to stereotypes within the context of school tracking. The content and structure of teachers’ school track stereotypes are investigated as well as the question of whether these stereotypical judgements are related to teachers’ perception of obstacles to their teaching and their teaching self-efficacy beliefs. Cross-sectional data on 341 teachers at two different school types from the Panel Study at the Research School „Education and Capabilities“ in North Rhine-Westphalia (PARS) (see Bos et al., 2016) were used for two purposes: First, the structure of teachers’ stereotypes was identified via an exploratory factor analysis. Second, in follow-up regression analyses, the stereotype dimensions extracted were used to predict teachers’ perceptions of obstacles to their classroom work and their individual and collective teacher self-efficacy beliefs. Results showed that – after controlling for the average cognitive abilities and the average cultural capital of the students – teacher stereotypes were indeed related to perceived obstacles concerning their classroom work and their self-efficacy beliefs. After a discussion of the strengths and limitations of the present research, the article closes with a short proposal of a future research framework for collective Pygmalion effects. (DIPF/Orig.)

Connecting the dots: Examining the role of parental beliefs and preschoolers’ affect and engagement in predicting parent-child number exploration during a meaningful math experience

The current study examined the frequency and quality of how 3- to 4-year-old children and their parents explore the relations between symbolic and non-symbolic quantities in the context of a playful math experience, as well as the role of both parent and child factors in this exploration. Preschool children’s numerical knowledge was assessed while parents completed a survey about the number-related experiences they share with their children at home, and their math-related beliefs. Parent-child dyads were then videotaped playing a modified version of the card game War. Results suggest that parents and children explored quantity explicitly on only half of the cards and card pairs played, and dyads of young children and those with lower number knowledge tended to be most explicit in their quantity exploration. Dyads with older children, on the other hand, often completed their turns without discussing the numbers at all, likely because they were knowledgeable enough about numbers that they could move through the game with ease. However, when dyads did explore the quantities explicitly, they focused on identifying numbers symbolically, used non-symbolic card information interchangeably with symbolic information to make the quantity comparison judgments, and in some instances, emphasized the connection between the symbolic and non-symbolic number representations on the cards. Parents reported that math experiences such as card game play and quantity comparison occurred relatively infrequently at home compared to activities geared towards more foundational practice of number, such as counting out loud and naming numbers. However, parental beliefs were important in predicting both the frequency of at-home math engagement as well as the quality of these experiences. In particular, parents’ specific beliefs about their children’s abilities and interests were associated with the frequency of home math activities, while parents’ math-related ability beliefs and values along with children’s engagement in the card game were associated with the quality of dyads’ number exploration during the card game. Taken together, these findings suggest that card games can be an engaging context for parent-preschooler exploration of numbers in multiple representations, and suggests that parents’ beliefs and children’s level of engagement are important predictors of this exploration.

Objeção da consciência e aborto previsto em lei : vivências em um serviço público de saúde

Tese (doutorado)—Universidade de Brasília, Faculdade de Ciências da Saúde, Departamento de Enfermagem, Programa de Pós-Graduação em Enfermagem, 2015.

Bayesian analysis of a mastitis control plan to investigate the influence of veterinary prior beliefs on clinical interpretation

The fundamental objective for health research is to determine whether changes should be made to clinical decisions. Decisions made by veterinary surgeons in the light of new research evidence are known to be influenced by their prior beliefs, especially their initial opinions about the plausibility of possible results. In this paper, clinical trial results for a bovine mastitis control plan were evaluated within a Bayesian context, to incorporate a community of prior distributions that represented a spectrum of clinical prior beliefs. The aim was to quantify the effect of veterinary surgeons’ initial viewpoints on the interpretation of the trial results. A Bayesian analysis was conducted using Markov chain Monte Carlo procedures. Stochastic models included a financial cost attributed to a change in clinical mastitis following implementation of the control plan. Prior distributions were incorporated that covered a realistic range of possible clinical viewpoints, including scepticism, enthusiasm and uncertainty. Posterior distributions revealed important differences in the financial gain that clinicians with different starting viewpoints would anticipate from the mastitis control plan, given the actual research results. For example, a severe sceptic would ascribe a probability of 0.50 for a return of <£5 per cow in an average herd that implemented the plan, whereas an enthusiast would ascribe this probability for a return of >£20 per cow. Simulations using increased trial sizes indicated that if the original study was four times as large, an initial sceptic would be more convinced about the efficacy of the control plan but would still anticipate less financial return than an initial enthusiast would anticipate after the original study. In conclusion, it is possible to estimate how clinicians’ prior beliefs influence their interpretation of research evidence. Further research on the extent to which different interpretations of evidence result in changes to clinical practice would be worthwhile.

Maxmin with multiple tastes and beliefs

Tese (doutorado)—Universidade de Brasília, Departamento de Economia, Brasília, 2016.

A docência no piano : representações sociais de professores de escolas de música em Taguatinga

Dissertação (mestrado)—Universidade de Brasília, Instituto de Artes, Departamento de Música, Programa de Pós-graduação em Música, 2015.

Teachers' beliefs about the possibilities and limitations of digital games in classrooms

Teachers' beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual factors which influence how games are understood and experienced in educational settings. Throughout this article the authors draw upon data collected for a large-scale, mixed-methods research project focusing on literacy, learning and teaching with digital games in Australian classrooms, to focus explicitly on the attitudes, understandings and expectations held about digital games by diverse teachers at the beginning of the project. They seek to identify the beliefs about games that motivated teachers' participation in a digital games research project while focusing, as well, on concerns that teachers express about risks or limitations of such a project. The authors' aim is to develop a detailed picture of the mindsets that teachers bring to games-based learning environments, and the relevance of these mindsets to broader debates about the relationship between games, learning and school.

Measurement of positive irrational beliefs (positive cognitive illusions)

The role of positive irrational beliefs (positive cognitive illusions) in mental health has been debated over several decades. The measurement of such beliefs has usually been through inferential assessment, which has been heavily criticised. This paper sought to establish a measure for the direct assessment of such beliefs and to assess their relationship to subjective wellbeing (SWB). Over two studies this new measure was found to have a factor structure consistent with its design, assessing self-enhancing beliefs, beliefs rejecting imperfection, overly optimistic beliefs, and irrational beliefs of control. When combined, these beliefs account for 17.6 % of the variance with SWB. This is driven largely by a higher order factor, which demonstrates a positive relationship to SWB. However, individually the different types of irrational beliefs demonstrate a variety of relationships with SWB. It is therefore concluded that positive irrational beliefs, when directly assessed, provide a greater depth of information than they do when assessed inferentially.

Do individual perceptions of group cohesion reflect shared beliefs? An empirical analysis

This study's primary purpose was to examine the degree to which individual perceptions of cohesiveness reflect shared beliefs in sport teams. The secondary purposes were to examine how the type of cohesion, the task interactive nature of the group, and the absolute level of cohesion relate to the index of agreement. Teams (n = 192 containing 2,107 athletes) were tested on the Group Environment Questionnaire. Index of agreement values were greater for the group integration (GI) manifestations of cohesiveness (GI-task, rwg(j) = .721; GI-social,rwg(j) = .694) than for the individual attractions to the group (ATG) manifestations (ATG-task, rwg(j) = .621; ATG-social, rwg(j) = .563). No differences were found for interactive versus coactive/independent sport teams. A positive relationship was observed between the absolute level of cohesiveness and the index of agreement. Results were discussed in terms of their implication for the aggregation of individual perceptions of cohesion to represent the group construct.

Teacher beliefs in ‘testing’ times: a lesson from Singapore

International benchmarking and national testing of students at all levels of schooling have provoked teachers to critically reflect on their place in this endeavour. Many of the curriculum and pedagogical approaches associated with this type of assessment and accountability conflict with long-held beliefs about the role of teachers and the work of schooling. Singapore is recognised for significant achievement in the international schooling arena and also has a long history of national testing. This study draws specifically on positioning theory to investigate teacher beliefs and positioning in these times. A large qualitative research project located in Singapore sought the ways experienced teachers positioned themselves and their work as they negotiated multiple and sometimes conflicting discourses of teaching. A rigorous process was used to elicit teacher beliefs and resultant teacher positions.

Family presence during management of acute deterioration: clinician attitudes, beliefs and perceptions of current practices

BACKGROUND: The nature of acute clinical deterioration has changed over the last three decades with a decrease in in-hospital cardiac arrests and an increase in acute clinical deterioration. Despite this change, research related to family presence continues to focus on care during resuscitation rather than during acute deterioration. AIM: To explore healthcare clinician attitudes, beliefs and perceptions of current practices surrounding family presence during episodes of acute deterioration in adult Emergency Department patients. METHODS: Clinicians (n=156) from a single study site in Melbourne, Australia completed a 17-item survey. RESULTS: Participants disagreed that family members would interrupt (59.0%) or interfere (61.5%) with patient care if present during episodes of patient deterioration. Most (77.6%) participants stated that they included family during episodes of patient deterioration. Females, nurses and Australians/New Zealanders had a more positive attitude towards including family during episodes of patient deterioration when compared to males, doctors and clinicians of other ethnicities. Nurses with post-graduate qualifications and those with more years of experience had a more positive attitude towards including family during episodes of patient deterioration than nurses without post-graduation qualification and with less years of experience. CONCLUSIONS: Clinicians had predominantly positive attitudes towards including family during episodes of patient deterioration and perceived it to be a common day-to-day practice. Gender, profession, country of birth, education level and years of experience all impacted on clinician attitudes, beliefs and perceptions of family presence during acute deterioration.

'All intelligent subjects' – Presenting scientific collecting and identity at the Hawke's Bay Philosophical Institute Museum, 1865-1899

This paper traces a shift in New Zealand’s Scientific Heritage, and the performance and presentation of scientific knowledge and identity through collecting and museum practice – based on a case study of the Hawke’s Bay Philosophical Institute Museum, during the period 1865 -1899. Two very well-known figures of New Zealand science, Museums and collecting were central in Hawke’s Bay: William Colenso FLS FRS; and Augustus Hamilton, who later became Director of the Colonial Museum in Wellington. Through them, can be traced how scientific collections and identities evolved, from the work of gentlemen of science to that of a newly professionalised vocation, realised within the spaces of Museums.

Complexities of active learning implementation in higher education in Aceh: beliefs and cultures

 This research explores the discourses embedded in the beliefs the teacher educators hold and practices of active learning in higher education in Aceh, Indonesia