Search results for author:"Robert M. Klassen"
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Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries
Ming Ming Chiu; Robert M. Klassen
Learning and Instruction Vol. 20, No. 1 (February 2010) pp. 2–17
We examined the effects of mathematics self-concept (MSC) and MSC calibration on mathematics achievement through multilevel analyses of the mathematics tests and questionnaire responses of 88,590 15-year olds who participated in the Organization for ...
Language: English
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Selecting teachers and prospective teachers: A meta-analysis
Robert M. Klassen; Lisa E. Kim
Educational Research Review Vol. 26, No. 1 (February 2019) pp. 32–51
The purpose of this review article was to examine the methods used for the selection of teachers for employment and prospective teachers entering initial teacher education (ITE) programs, and to assess the predictive validity of these methods. We...
Language: English
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Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study
Robert M. Klassen; Tracy L. Durksen
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 158–169
The purpose of this longitudinal mixed methods study was to examine the development of self-efficacy and work stress of pre-service teachers during a teaching practicum. Participants were 150 pre-service teachers who completed eight weekly...
Language: English
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Teachers' cognitive processing of complex school-based scenarios: Differences across experience levels
Lisa E. Kim; Robert M. Klassen
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 73, No. 1 (July 2018) pp. 215–226
Teachers are confronted with and must process challenging situations every day. Yet the development trajectory of their processing ability is unknown. Our two-part mixed method studies use a think-aloud methodology to understand how teachers...
Language: English
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Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis
Robert M. Klassen; Virginia M.C. Tze
Educational Research Review Vol. 12, No. 1 (June 2014) pp. 59–76
Considerable research has been conducted based on the assumption that teachers’ psychological characteristics are associated with teaching effectiveness. However, the evidence for this assumption is limited: most research on the topic has been...
Language: English
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Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze
Nora A. McIntyre; M. Tim Mainhard; Robert M. Klassen
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 41–53
We know that teachers' gaze patterns affect student learning, that experts and novices differ in their gaze during teaching and that gaze patterns differ by culture in non-educational settings. However, teacher gaze research is limited to Western...
Language: English
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Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning
Tracy L. Durksen; Robert M. Klassen; Lia M. Daniels
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 67, No. 1 (October 2017) pp. 53–66
The current study contributes to the growing body of empirical research on the connection between motivation and teachers' learning across professional life phases. With data from 253 practicing teachers, we tested hypothesized relationships through ...
Language: English
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Mathematics achievement and self-efficacy: Relations with motivation for mathematics
Einar M. Skaalvik; Roger A. Federici; Robert M. Klassen
International Journal of Educational Research Vol. 72, No. 1 (2015) pp. 129–136
In this study we analyzed if teacher support and student self-efficacy mediated the relations between students’ grades in mathematics and different measures of mathematics motivation. Participants in the study were 823 Norwegian middle school...
Language: English
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Teaching in the Yukon: Exploring teachers’ efficacy beliefs, stress, and job satisfaction in a remote setting
Robert M. Klassen; Rosemary Y. Foster; Sukaina Rajani; Carley Bowman
International Journal of Educational Research Vol. 48, No. 6 pp. 381–394
This article presents a mixed methods examination of teachers’ job beliefs in the Yukon Territory in northern Canada. In Study 1 we used questionnaires to examine job beliefs for 221 teachers from the Yukon and western Canada. Teachers’ self- and...
Language: English
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Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures
Nora A. McIntyre; Halszka Jarodzka; Robert M. Klassen
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 215–224
Classroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student...
Language: English
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Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test
Robert M. Klassen; Said Al-Dhafri; Wanwisa Hannok; Shea M. Betts
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 3 (April 2011) pp. 579–588
Motivations for choosing teaching as a career were investigated in 200 pre-service teachers from Canada and Oman. We used a novel structured qualitative approach and two theoretical models to analyze how pre-service teacher career-choice motivation...
Language: English
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Longitudinal relations between teaching-related motivations and student-reported teaching quality
Anna-Katharina Praetorius; Fani Lauermann; Robert M. Klassen; Oliver Dickhäuser; Stefan Janke; Markus Dresel
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 65, No. 1 (July 2017) pp. 241–254
Teaching-related motivations are often assumed to influence teaching quality; however, the empirical evidence regarding the directionality of such influences is scarce. The present study thus examined the reciprocal links between teaching-related...
Language: English
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Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study
Robert M. Klassen; Wan Har Chong; Vivien S. Huan; Isabella Wong; Allison Kates; Wanwisa Hannok
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 7 (October 2008) pp. 1919–1934
A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective...
Language: English
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National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries
Robert M. Klassen; Tracy L. Durksen; Waleed Al Hashmi; Lisa E. Kim; Ken Longden; Riitta-Leena Metsäpelto; Anna-Maija Poikkeus; János G. Györi
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 72, No. 1 (May 2018) pp. 64–74
The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results...
Language: English