FROM SAMPLING FRAMEWORK TO DATA COLLECTION AND ANALYSES
MR JEROME OKO
PhD Candidate, School of Education – UofA
Don Bosco Technological Institute (Papua New Guinea) Academic Head (2012-2015)
Mathematics Tutor (2007-2009)
2010-2011 Master of Education (Mathematics & Technology) Don Bosco Technological Institute and Affiliate of Divine Word University (Papua New Guinea)
2003-2006 Bachelor of Education-Technical Degree
Sampling and data collections are important phases in the research process. International Large Scale Assessment and Evaluation studies provide an
understanding of the rigour needed in designing the sampling framework and how data from individuals nested in classrooms, schools and provinces/states
are collected. This rigour is needed to make meaningful inferences and for objective reporting.
This presentation highlights the sampling method utilised for a doctoral study, and describes the intricacies and challenges associated with data collection. Implications for weights and missing data are discussed.
CONCEPTUALISING AND OPERATIONALISING COLLECTIVE TEACHER EFFICACY.
MS CYNTHIA JONES
2016 – present: Student Wellbeing Leader (School Counsellor) 2014 – 2016: Student Wellbeing Leader (School Counsellor) & Curriculum Leader
2013 – 2013: Prototype development (“Bloom’s Qube”)
2011 – 2013: Senior Learning Consultant (UK)
2007 – 2011: Advanced Skills Teacher (UK)
2004 – 2007: Head of Science Faculty (UK)
2003 – 2004: Head of Biology Department (UK)
2001 – 2003: Lead Science Teacher for Buckinghamshire County Council (UK)
Pre2001 – 2013: NMC (UK) Registered Mental Health Nurse
Much work has gone into understanding Teacher Self Efficacy and its contribution to student learning. There are emerging arguments to the importance of Collective Teacher Efficacy (CTE).
The OECD-TALIS study provides information to a number of predictors which influence teacher’s effectiveness, and CTE is being advanced as an important
contributor to classroom effectiveness.
This presentation, builds on the MEd study of Ms Jones and provides an understanding of how CTE is conceptualised through a synthesis of literature and its
operationalisation. Details of the conceptualisation → operationalisation process are discussed, and examples provided. Implications for teachers, schools
and initial teacher education are presented.
Date/Time: Thursday, 7 December 2017- 10.00 – 11.00am
Venue: Kevin Marjoribanks SMaRTE Classroom (Level 8, Nexus Building)