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Creating Effective Teaching and Learning Environments: First Results from TALIS - Chapter 4: Teaching practices, teachers’ beliefs and attitudes: Tables and Figures
Creating Effective Teaching and Learning Environments: First Results from TALIS
Chapter 4: Teaching practices, teachers’ beliefs and attitudes
Tables
Table 4.1. Correlations between direct transmission and constructivist beliefs about teaching (2007-08)
Table 4.2. Correlation between time on task1 and classroom disciplinary climate about teaching (2007-08)
Table 4.3. Relationship between teacher characteristics and teachers’ beliefs, attitudes and practices and the learning environment (2007-08)
Table 4.3a. (Web only) Relationship between teacher characteristics and teachers’ beliefs, attitudes and practices and the learning environment (2007-08)
Table 4.4 Relationship between classroom context and teaching practices (2007-08)1
Table 4.4a (Web only) Relationship between classroom context and teaching practices (2007-08)
"Table 4.5 Relationship between school context and teacher-student relations (2007-08)1
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Table 4.5a (Web only) Relationship between school context and teacher-student relations (2007-08)
"Table 4.6 Relationship between teachers' professional development activities and their teaching beliefs about instruction (2007-08)1
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Table 4.6a (Web only) Relationship between teachers' professional development activities and their teaching beliefs about instruction (2007-08)
Table 4.7 Relationship between teachers' professional development activities and teaching practices (2007-08)1
Table 4.7a (Web only) Relationship between teachers' professional development activities and teaching practices (2007-08)
Table 4.8 Relationship between teachers' professional development activities and teacher cooperation (2007-08)1
Table 4.8a (Web only) Relationship between teachers' professional development activities and teacher cooperation (2007-08)
Table 4.9 Relationship between teachers' beliefs about instruction and teaching practices (2007-08)1
Table 4.9a (Web only) Relationship between teachers' beliefs about instruction and teaching practices (2007-08)
Table 4.10 Relationship between teaching practices and classroom disciplinary climate (2007-08)1
Table 4.10a (Web only) Relationship between teaching practices and classroom disciplinary climate (2007-08)
Table 4.11 Relationship between teacher cooperation and teacher-student relations (2007-08)1
Table 4.11a (Web only) Relationship between teacher cooperation and teacher-student relations (2007-08)
Table 4.12 Relationship between teachers' beliefs about instruction, classroom teaching practices, the learning environment and self-efficacy and teachers' job satisfaction (2007-08)1
Table 4.12a (Web only) Relationship between teachers' beliefs about instruction, classroom teaching practices, the learning environment and self-efficacy and teachers' job satisfaction (2007-08)
Table 4.13 Relationship between classroom disciplinary climate, teacher-student relations and job satisfaction (2007-08)1
Table 4.13a (Web only) Relationship between classroom disciplinary climate, teacher-student relations and job satisfaction (2007-08)
Table 4.14. (Web only) Country mean and standard deviation of, and correlation between, ipsative scores for "direct transmission beliefs on learning and instruction" and "constructivist beliefs on learning and instruction"
Table 4.15. (Web only) Country mean and standard deviation of ipsative scores for "structuring practices", "student oriented practices", and "enhanced activities"
Table 4.16. (Web only) Subject mean and standard deviation of ipsative scores for "structuring practices", "student oriented practices" and "enhanced activities"
Table 4.17. (Web only) Country mean and standard deviation of ipsative scores for "Exchange and coordination for teaching" and "professional collaboration"
Table 4.18. (Web only) Teachers' time spent on actual teaching and learning, administrative tasks, and keeping order in the classroom in the average lesson
Table 4.19 (Web only) Index of teacher-student relations and teacher job satisfaction
Figures
Figure 4.1 Framework for the analysis of teaching practices and beliefs
Figure 4.2. Country profiles of beliefs about the nature of teaching and learning (2007-08)
Figure 4.3. Distribution of total variance across the three levels of analysis for teachers’ beliefs about instruction (2007-08)
Figure 4.4. Country profiles of classroom teaching practices (2007-08)
Figure 4.5. Subject profiles of classroom teaching practices (2007-08)
Figure 4.6. Distribution of total variance across the three levels of analysis for teaching practices (2007-08)
Figure 4.7. Country profiles of cooperation among staff (2007-08)
Figure 4.8. Distribution of total variance across the three levels of analysis for cooperation among staff (2007-08)
Figure 4.9. Distribution of time spent in the classroom during an average lesson (2007-08)
Figure 4.10. Percentiles of time on task (2007-08)
Figure 4.11. Country means for two indicators of the quality of the classroom environment (2007-08)
Figure 4.12. Distribution of total variance across the three levels of analysis for indicators of classroom climate (2007-08)
#REF!
Figure 4.14. Distribution of total variance across the three levels of analysis for teacher-student relations (2007-08)
Figure 4.15. Country means of teacher self-efficacy and job satisfaction (2007-08)
Figure 4.16. Distribution of total variance across the three levels of analysis for self efficacy and job satisfaction (2007-08)
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