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Full-Text Articles in Education
Teenagers Perceptions Of Teachers: A Developmental Argument, J-F J-F, Karen Swabey, Darren Pullen, Seyum Getenet, Tony Dowden
Teenagers Perceptions Of Teachers: A Developmental Argument, J-F J-F, Karen Swabey, Darren Pullen, Seyum Getenet, Tony Dowden
Australian Journal of Teacher Education
Using the concept of a developmental lens (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Peterson, 2010), this article focuses on young teenage students’ perceptions of teachers. School teachers play an important role in the educational development of teenagers but little is known about how teachers cater for teenage students’ social, emotional, physical and cognitive developmental domains. Even less is known about teenage students’ perceptions of their teachers. The current study asked a cohort of Year 9 students in a secondary school in Brisbane, Australia (N=182) to comment on what …
Relations Between Teachers’ Classroom Goals And Values: A Case Study Of High School Teachers In Far North Queensland, Australia, Claudia E. Pudelko, Helen J. Boon
Relations Between Teachers’ Classroom Goals And Values: A Case Study Of High School Teachers In Far North Queensland, Australia, Claudia E. Pudelko, Helen J. Boon
Australian Journal of Teacher Education
To date, there is an empirical gap in the evidence of the relations between teachers’ classroom goals and values, two key variables linked to students’ achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland using items of Wentzel’s Classroom Goals Scales and Schwartz’s Portrait Values Questionnaire. Results showed several positive associations between teachers’ classroom goals and values. Social goals were linked to a wide range of values, while academic goals were linked to specific value dimensions, e.g. mastery approach goals …
Teachers’ Knowledge Of Anxiety And Identification Of Excessive Anxiety In Children, Clea Headley, Marilyn A. Campbell
Teachers’ Knowledge Of Anxiety And Identification Of Excessive Anxiety In Children, Clea Headley, Marilyn A. Campbell
Australian Journal of Teacher Education
This study examined primary school teachers’ knowledge of anxiety and excessive anxiety symptoms in children. Three hundred and fifteen primary school teachers completed a questionnaire exploring their definitions of anxiety and the indications they associated with excessive anxiety in primary school children. Results showed that teachers had an understanding of what anxiety was in general but did not consistently distinguish normal anxiety from excessive anxiety, often defining all anxiety as a negative experience. Teachers were able to identify symptoms of excessive anxiety in children by recognizing anxiety-specific and general problem indications. The results provided preliminary evidence that teachers’ knowledge of …