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Exploring the impact of teacher motivation and classroom practices on student learning in India

探索印度教师动机和课堂实践对学生学习的影响

基本信息

批准号：
1924077
负责人：
金额：
--
依托单位：
University of Bristol
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-1924077
关键词：
Exploring impact teacher motivation classroom

项目摘要

There is substantial evidence that the motivation of learners has a considerable impact on their learning (Lamb, forthcoming) but what is less clearly documented is the role which the motivation of teachers has to play. Existing research suggests that motivated teachers are more likely to make use of teaching practices which inspire and motivate students (ibid), yet there have been limited studies to date which have shed light upon the mechanisms of the relationship between teacher motivation and student learning. This is particularly true in developing countries, in part due to a lack of available data linking teacher and student characteristics to student learning in many contexts. This study will contribute to this field by investigating how the motivation and efficacy levels of secondary school teachers in India can explain variation in student learning progress. This is an area of considerable policy interest in India and other developing countries, where research suggests that levels of teacher motivation are worryingly low (Bennell & Akyeampong, 2007).Since the majority of children around the world now access some kind of basic education, research and policy on education in developing countries has moved from a focus on access alone towards one on quality. Yet in some countries, including India, there is evidence for declining learning levels over recent years, despite increased enrolment, declining class size and greater teacher availability (Rolleston & James, 2015). Understanding the influence of teachers is of central importance in addressing this 'learning crisis' (UNESCO 2013; Anderson 2004). School effectiveness research suggests that "teacher effects greatly exceed school effects when progress over time is studied" (Reynolds et al, 2011:6), with multiple studies providing evidence that variation in teacher effectiveness is the single biggest factor contributing to differences in student learning (Muijis & Reynolds, 2000; Goe et al, 2008). This research will contribute to and extend this existing body of work by exploring the mechanisms through which teacher motivation influences how teachers teach, and, in turn, how this affects student learning progress. It will do this through the following three questions: i. How can the latent traits of teacher motivation, efficacy and classroom practice be appropriately and accurately measured?ii. How do levels of teacher motivation and efficacy impact on student learning outcomes in Indian secondary schools? iii. To what extent do teachers' classroom practices mediate the relationship between teacher motivation and student learning? This study will be undertaken through quantitative analysis of secondary data from Young Lives' school effectiveness dataset, which includes hierarchically structured attainment and background data on 10,000 students, 550 teachers and 205 schools. Methods to address the RQs include:i: Creation of a motivation index to be used in subsequent analyses, using factor analysis and/or Item Response Theory (IRT) modelling of teacher psychosocial data (Reise et al, 2000; Embretson & Reise, 2000). ii: Various multilevel models (MLM) would be used to understand the interactions between teacher 'value-added', effectiveness and motivation (Goldstein, 2011). Research examining teacher-level effects using MLM techniques is still relatively rare, especially in developing country contexts such as India, which adds to the study's originality (Thomas et al, 2015).iii: A multidimensional index of teacher classroom practice will be created, and structural equation modelling (SEM) or alternative methods then used to model the pathway between teacher motivation and student learning (Skrondal & Rabe-Hesketh, 2004) and seek to understand how classroom practice can mediate between them.

有大量证据表明，学习者的动机对他们的学习有相当大的影响（兰姆，即将出版），但不太清楚的是，教师的动机所发挥的作用。现有的研究表明，有动机的教师更有可能利用教学实践，启发和激励学生（同上），但迄今为止，有有限的研究已经阐明了教师动机和学生学习之间的关系机制。在发展中国家尤其如此，部分原因是缺乏在许多情况下将教师和学生特点与学生学习联系起来的数据。本研究将有助于这一领域的调查如何在印度的中学教师的动机和效能水平可以解释学生学习进展的变化。在印度和其他发展中国家，这是一个具有相当大的政策意义的领域，研究表明，这些国家教师的积极性低得令人担忧（Bennell和Akyeampong，2007年），由于世界上大多数儿童现在都能获得某种基础教育，发展中国家的教育研究和政策已经从仅仅注重获得教育转向注重质量。然而，在包括印度在内的一些国家，有证据表明近年来学习水平下降，尽管入学人数增加，班级规模下降，教师人数增加（Rolande & James，2015年）。了解教师的影响力对于解决这一“学习危机”至关重要（UNESCO 2013;安德森2004）。学校效能研究表明，“在研究随时间推移的进步时，教师的影响大大超过学校的影响”（Reynolds et al，2011：6），多项研究提供的证据表明，教师效能的变化是导致学生学习差异的最大因素（Muijis & Reynolds，2000; Goe et al，2008）。本研究将有助于和扩展这一现有的机构的工作，通过探索教师的动机影响教师如何教，反过来，这如何影响学生的学习进展的机制。它将通过以下三个问题做到这一点：一。如何恰当而准确地测量教师动机、效能感和课堂实践的潜在特征？二.教师的动机和效能水平如何影响印度中学学生的学习成果？三.教师的课堂实践在多大程度上中介了教师动机和学生学习之间的关系？这项研究将通过对Young Lives学校效能数据集的二级数据进行定量分析来进行，该数据集包括10 000名学生、550名教师和205所学校的分级结构成绩和背景数据。解决RQ的方法包括：i：创建一个动机指数，用于随后的分析，使用因素分析和/或项目反应理论（IRT）建模的教师心理社会数据（Reise等，2000年; Embretson & Reise，2000年）。二：各种多层次模型（MLM）将被用来理解教师“增值”，有效性和动机之间的相互作用（Goldstein，2011）。使用传销技术研究教师水平影响的研究仍然相对较少，特别是在印度等发展中国家，这增加了研究的原创性（托马斯等人，2015年）。iii：建立教师课堂实践的多维指数，结构方程模型（SEM）或其他方法，然后用来模拟教师的动机和学生的学习之间的途径（Skrondal & Rabe-Hesketh，2004），并试图了解课堂实践如何在它们之间进行调解。