This study aims to clarify the conceptual characteristics of artifact utilization in nursing practice instruction. Five selected articles were analyzed using the concept analysis method by Walker and Avant. The attrib...This study aims to clarify the conceptual characteristics of artifact utilization in nursing practice instruction. Five selected articles were analyzed using the concept analysis method by Walker and Avant. The attributes, antecedents, and consequences of the concept were extracted from the target literature. The analysis revealed two attributes (“connecting people to people” and “connecting people to objects”);two antecedents (“recognition of artifacts” and “selection of artifacts”);and two consequences (“designing a fulfilling learning environment” and “improving the quality of education”). The concept was defined as “promoting the utilization of artifacts by recognizing and selecting them, connecting people to people and people to objects, designing a fulfilling learning environment, and improving the quality of education”.展开更多
Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teac...Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teacher innovativeness might make a difference in this relationship.Design/Approach/Methods We used a pooled sample in the Teaching and Learning International Survey(TALIS)dataset by the Organisation for Economic Co-operation and Development(OECD)in 2018.We employed multilevel models in the analysis.Findings The results suggested that teachers’professional collaboration is significantly and positively related to their use of cognitively activating teaching practices.They also highlighted the moderating role of collective teacher innovativeness in this relationship.These results do not necessarily imply any causal relationships.Originality/Value This study provides empirical evidence,based on an analysis of a large-scale dataset,on the importance of collective teacher innovativeness in promoting the potential benefits of professional collaboration in relation to innovative classroom teaching.展开更多
Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature.However,inadequate efforts have been made to examine this assumptio...Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature.However,inadequate efforts have been made to examine this assumption empirically.Drawing on the Trends of International Mathematics and Science Study(TIMSS)2011 mathematics teachers’data at the eighth grade level,this study examines the relationship between teacher efficacy in teaching mathematics and teachers’mathematical instructional practices in five Asian countries/regions.Guided with Bandura’s social cognitive theory,this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms.The relationship between teacher efficacy and instructional practices varied within these countries/regions.Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students.Together,these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices.Possible reasons of these findings and future directions are discussed.展开更多
文摘This study aims to clarify the conceptual characteristics of artifact utilization in nursing practice instruction. Five selected articles were analyzed using the concept analysis method by Walker and Avant. The attributes, antecedents, and consequences of the concept were extracted from the target literature. The analysis revealed two attributes (“connecting people to people” and “connecting people to objects”);two antecedents (“recognition of artifacts” and “selection of artifacts”);and two consequences (“designing a fulfilling learning environment” and “improving the quality of education”). The concept was defined as “promoting the utilization of artifacts by recognizing and selecting them, connecting people to people and people to objects, designing a fulfilling learning environment, and improving the quality of education”.
文摘Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teacher innovativeness might make a difference in this relationship.Design/Approach/Methods We used a pooled sample in the Teaching and Learning International Survey(TALIS)dataset by the Organisation for Economic Co-operation and Development(OECD)in 2018.We employed multilevel models in the analysis.Findings The results suggested that teachers’professional collaboration is significantly and positively related to their use of cognitively activating teaching practices.They also highlighted the moderating role of collective teacher innovativeness in this relationship.These results do not necessarily imply any causal relationships.Originality/Value This study provides empirical evidence,based on an analysis of a large-scale dataset,on the importance of collective teacher innovativeness in promoting the potential benefits of professional collaboration in relation to innovative classroom teaching.
文摘Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature.However,inadequate efforts have been made to examine this assumption empirically.Drawing on the Trends of International Mathematics and Science Study(TIMSS)2011 mathematics teachers’data at the eighth grade level,this study examines the relationship between teacher efficacy in teaching mathematics and teachers’mathematical instructional practices in five Asian countries/regions.Guided with Bandura’s social cognitive theory,this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms.The relationship between teacher efficacy and instructional practices varied within these countries/regions.Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students.Together,these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices.Possible reasons of these findings and future directions are discussed.
