competency-based practices; confirmatory factor analysis; differentiated instruction; formative assessment; structural equation modeling; teaching practices; theory of planned behavior; Psychology (all)
Abstract :
[en] [en] INTRODUCTION: In Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in classrooms.
METHODS: Teachers participated in an online survey assessing their attitudes, subjective norm, perception of behavioral control, intention, and pedagogical practices regarding CBP, DI, or FA. Measurement models were used in structural equation models testing the TPB.
RESULTS: If the main relationships postulated by the theory were confirmed, some inconstancies were observed depending on the targeted practices. Structural equation TPB models controlling for gender, experience, teaching level, and socio-economic level of the school population explained between 20 and 45% of the variance in teachers' practices, and between 65 and 75% of the variance in teachers' intention to use these practices.
DISCUSSION: The relevance of the TPB for studying teaching practices and implications for professional training are discussed.
Disciplines :
Education & instruction
Author, co-author :
DIERENDONCK, Christophe ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Lifelong Learning and Guidance
Poncelet, Débora; Department of Education and Social Work, Institute for Lifelong Learning and Guidance, University of Luxembourg, Luxembourg, Luxembourg
Tinnes-Vigne, Mélanie; Department of Education and Social Work, Institute for Lifelong Learning and Guidance, University of Luxembourg, Luxembourg, Luxembourg
External co-authors :
no
Language :
English
Title :
Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior.
The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This study has been funded by the Observatoire de l’Enfance, de la Jeunesse et de la Qualité Scolaire in Luxembourg.
Ajzen I. (1991). The theory of planned behavior. Organ. Behav. Hum. Decis. Process. 50, 179–211. doi: 10.1016/0749-5978(91)90020-T
Ajzen I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. J. Appl. Soc. Psychol. 32, 665–683. doi: 10.1111/j.1559-1816.2002.tb00236.x
Anderson J. C. Gerbing D. W. (1988). Structural equation modeling in practice: a review and recommended two-step approach. Psychol. Bull. 103, 411–423. doi: 10.1037/0033-2909.103.3.411
Armitage C. J. Conner M. (2001). Efficacy of the theory of planned behaviour: a meta-analytic review. Br. J. Soc. Psychol. 40, 471–499. doi: 10.1348/014466601164939, PMID: 11795063
Bennett R. E. (2011). Formative assessment: a critical review. Assess. Educ. 18, 5–25. doi: 10.1080/0969594X.2010.513678
Bingham A. J. Adams M. Stewart R. L. (2021). Competency-based education: examining educators’ experiences. Qual. Rep. 26, 674–695. doi: 10.46743/2160-3715/2021.4383
Bollen K. A. (1989). Structural equations with latent variables. New York, NY: Wiley.
Bowling N. A. Huang J. Bragg C. Khazon S. Liu M. Blackmore C. (2016). Who cares and who is careless? Insufficient effort responding as a reflection of respondent personality. J. Pers. Soc. Psychol. 111, 218–229. doi: 10.1037/pspp0000085, PMID: 26927958
Creemers B. P. M. Kyriakides L. (2008). The dynamics of educational effectiveness: a contribution to policy, practice, and theory in contemporary schools. London: Routledge.
de Leeuw A. Valois P. Ajzen I. Schmidt P. (2015). Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: implications for educational interventions. J. Environ. Psychol. 42, 128–138. doi: 10.1016/j.jenvp.2015.03.005
DeVellis R. F. (2012). Scale development: Theory and applications (3rd ed.). Thousand Oaks, CA: Sage.
Dixon F. A. Yssel N. McConnell J. M. Hardin T. (2014). Differentiated instruction, professional development, and teacher efficacy. J. Educ. Gift. 37, 111–127. doi: 10.1177/016235321452904
Fullan M. (1991). The new meaning of educational change. Toronto, ON: Teachers College Press.
Fullan M. (2005). Leadership and Sustainability. Thousand Oaks, CA: Corwin.
Graham J. W. Taylor B. J. Olchowski A. E. Cumsille P. E. (2006). Planned missing data designs in psychological research. Psychol. Methods 11, 323–343. doi: 10.1037/1082-989X.11.4.323
Graham S. Hebert M. Harris K. R. (2015). Formative assessment and writing: a meta-analysis. Elem. Sch. J. 115, 523–547. doi: 10.1086/681947
Heitink M. van der Kleij F. Veldkamp B. Schildkamp K. Kippers W. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educ. Res. Rev. 17, 50–62. doi: 10.1016/j.edurev.2015.12.002
Hellmich F. Löper M. F. Görel G. (2019). The role of primary school teachers’ attitudes and self-efficacy beliefs for everyday practices in inclusive classrooms–a study on the verification of the ‘theory of planned behaviour’. J. Res. Spec. Educ. Needs 19, 36–48. doi: 10.1111/1471-3802.12476
Hu L.-T. Bentler P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equ. Model. Multidiscip. J. 6, 1–55. doi: 10.1080/10705519909540118
Hunt E. Pellegrino J. W. (2002). Issues, examples, and challenges in formative assessment. New Dir. Teach. Learn. 89, 73–85. doi: 10.1002/tl.48
Jonnaert P. Masciotra D. Barrette J. Morel D. Mane Y. (2007). From competence in the curriculum to competence in action. Prospects XXXVII, 37, 187–203. doi: 10.1007/s11125-007-9027-9
Karaman P. Sahin C. (2017). Adaptation of teachers' conceptions and practices of formative assessment scale into Turkish culture and a structural equation modeling. Int. Electr. J. Environ. Educ. 10, 185–194. doi: 10.26822/iejee.2017236114
King E. B. Gulick L. M. Avery D. R. (2010). The divide between diversity training and diversity education: integrating best practices. J. Manag. Educ. 34, 891–906. doi: 10.1177/1052562909348767
Klute M. Apthorp H. Harlacher J. Reale M. (2017). Formative assessment and elementary school student academic achievement: a review of the evidence (REL 2017–259). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Available at: http://ies.ed.gov/ncee/edlabs
Knauder H. Koschmieder C. (2019). Individualized student support in primary school teaching: a review of influencing factors using the theory of planned behavior (TPB). Teach. Teach. Educ. 77, 66–76. doi: 10.1016/j.tate.2018.09.012
Kupers E. de Boer H. Bakker A. de Jong F. Minnaert A. (2023). Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory. Eur. J. Spec. Needs Educ., 1–10. doi: 10.1080/08856257.2023.2263717
Lafontaine D. (2017). “Quels sont les différents types de différenciation structurelle dans les écoles ou les établissements scolaires? Que sait-on de leurs effets?” in CNESCO, Conférence de consensus La différenciation pédagogique. Available at: https://www.cnesco.fr/wp-content/uploads/2017/03/170313_1_Lafontaine.pdf
Le C. Wolfe R. Steinberg A. (2014). The past and the promise: today’s competency education movement. Students at the center: competency education research series. Boston, MA: Jobs for the Future. Available at: https://files.eric.ed.gov/fulltext/ED561253.pdf
Lee H. Chung H. Q. Zhang Y. Abedi J. Warschauer M. (2020). The effectiveness and features of formative assessment in US K-12 education: a systematic review. Appl. Meas. Educ. 33, 124–140. doi: 10.1080/08957347.2020.1732383
Lenski A. E. Richter D. Lüdtke O. (2019). Using the theory of planned behavior to predict teachers’ likelihood of taking a competency-based approach to instruction. Eur. J. Psychol. Educ. 34, 169–186. doi: 10.1007/s10212-017-0356-7
Loreman T. (2017). Pedagogy for inclusive education Oxford Research Encyclopedia of Education Available at: https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-148.
Lui A. M. Andrade H. L. (2022). The next black box of formative assessment: a model of the internal mechanisms of feedback processing. Front. Educ. 7:751548. doi: 10.3389/feduc.2022.751548
MacFarlane K. Woolfson L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: an application of the theory of planned behavior. Teach. Teach. Educ. 29, 46–52. doi: 10.1016/j.tate.2012.08.006
Maroy C. Pons X. (2021). Re-conceptualising education policy trajectories in a globalised world: lessons from a multi-level comparison of accountability in France and Quebec. Comp. Educ. 57, 560–578. doi: 10.1080/03050068.2021.1981714
McLaughlin C. Ruby A. (Eds.) (2021). Implementing educational reform: cases and challenges. Cambridge: Cambridge University Press.
Meade A. W. Craig S. B. (2012). Identifying careless responses in survey data. Psychol. Methods 17, 437–455. doi: 10.1037/a0028085
Muthén L. K. Muthén B. O. (1998-2017). Mplus user’s guide. 8th Edn. Los Angeles, CA: Muthén & Muthén.
OECD (2010). Educating teachers for diversity: meeting the challenge OECD.
OECD (2018). Teaching for the future: effective classrooms practices to transform education. OECD Publishing. doi: 10.1787/9789264293243-en
Opoku M. P. Cuskelly M. Pedersen S. J. Rayner C. S. (2021). Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review. Eur. J. Spec. Needs Educ. 36, 577–592. doi: 10.1080/08856257.2020.1779979
Pace L. (2013). Competency education series: Policy brief one. Cincinnati, OH: Knowledge Works. Available at: http://knowledgeworks.org/competency-education-series-policy-brief-one
Podsakoff P. M. MacKenzie S. B. Podsakoff N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annu. Rev. Psychol. 63, 539–569. doi: 10.1146/annurev-psych-120710-100452
Posner G. J. Strike K. A. Hewson P. W. Gertzog W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Sci. Educ. 66, 211–227. doi: 10.1002/sce.3730660207
Potvin P. Dumont J.-G. Boucher-Genesse F. Riopel M. (2012). The effects of a competency-based reform on the development of problem-solving competency in science and technology using a computer simulation and on general attitudes toward science and technology. Int. J. Innov. Sci. Math. Educ. 20, 54–69.
Pozas M. Letzel V. Schneider C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. J. Res. Spec. Educ. Needs 20, 217–230. doi: 10.1111/1471-3802.12481
Prast E. J. Van de Weijer-Bergsma E. Kroesbergen E. H. Van Luit J. E. (2018). Differentiated instruction in primary mathematics: effects of teacher professional development on student achievement. Learn. Instr. 54, 22–34. doi: 10.1016/j.learninstruc.2018.01.009
Raykov T. Marcoulides G. A. (2011). Introduction to psychometric theory. Milton Park, Oxfordshire: Routledge/Taylor & Francis Group.
Rivis A. Sheeran P. (2003). Descriptive norms as an additional predictor in the theory of planned behaviour: A meta-analysis. Current Psychology, 22, 218–233. doi: 10.1007/s12144-003-1018-2
Roy A. Guay F. Valois P. (2013). Teaching to address diverse learning needs: development and validation of a differentiated instruction scale. Int. J. Incl. Educ. 17, 1186–1204. doi: 10.1080/13603116.2012.743604
Santangelo T. Tomlinson C. A. (2012). Teacher educators' perceptions and use of differentiated instruction practices: an exploratory investigation. Act. Teach. Educ. 34, 309–327. doi: 10.1080/01626620.2012.717032
Schildkamp K. van der Kleij F. M. Heitink M. C. Kippers W. B. Veldkamp B. P. (2020). Formative assessment: a systematic review of critical teacher prerequisites for classroom practice. Int. J. Educ. Res. 103:101602. doi: 10.1016/j.ijer.2020.101602
Sharma U. Forlin C. Marella M. Jitoko F. (2017). Using indicators as a catalyst for inclusive education in the Pacific Islands. Int. J. Incl. Educ. 21, 730–746. doi: 10.1080/13603116.2016.1251979
Smit R. Humpert W. (2012). Differentiated instruction in small schools. Teach. Teach. Educ. 28, 1152–1162. doi: 10.1016/j.tate.2012.07.003
Suprayogi M. N. Valcke M. Godwin R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teach. Teach. Educ. 67, 291–301. doi: 10.1016/j.tate.2017.06.020
Thurlings M. Evers A. T. Vermeulen M. (2015). Toward a model of explaining Teachers' innovative behavior: a literature review. Rev. Educ. Res. 85, 430–471. doi: 10.3102/0034654314557949
Tomlinson C. A. Brighton C. Hertberg H. Callahan C. M. Moon T. R. Brimijoin K. et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. J. Educ. Gift. 27, 119–145. doi: 10.1177/016235320302700203
Tomlinson C. A. Imbeau M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
Urton K. Wilbert J. Krull J. Hennemann T. (2023). Factors explaining teachers’ intention to implement inclusive practices in the classroom: indications based on the theory of planned behaviour. Teach. Teach. Educ. 132:104225. doi: 10.1016/j.tate.2023.104225
Voet M. De Wever B. (2020). How do teachers prioritize instructional goals?. Using the theory of planned behavior to explain goal coverage Teaching and Teacher Education, 89:103005. doi: 10.1016/j.tate.2019.103005
Vosniadou S. (2007). The cognitive-situative divide and the problem of conceptual change. Educ. Psychol. 42, 55–66. doi: 10.1080/00461520709336918
Wang J. Wang X. (2020). Structural equation modeling: applications using Mplus (Wiley Series in Probability and Statistics). 2nd Edn. Hoboken, New Jersey: John Wiley & Sons Ltd.
Ward M. K. Meade A. W. (2023). Dealing with careless responding in survey data: prevention, identification, and recommended best practices. Annu. Rev. Psychol. 74, 577–596. doi: 10.1146/annurev-psych-040422-045007, PMID: 35973734
Whitley J. Gooderham S. Duquette C. Orders S. Cousins J. B. (2019). Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices. Teach. Teach. 25, 1043–1061. doi: 10.1080/13540602.2019.1699782
Wiliam D. (2018) The handbook for embedded formative assessment, Bloomington, IN: Solution Tree Press.
Wilson C. Woolfson L. M. Durkin K. Elliott M. A. (2016). The impact of social cognitive and personality factors on teachers' reported inclusive behaviour. Br. J. Educ. Psychol. 86, 461–480. doi: 10.1111/bjep.12118, PMID: 27145063
Wylie E. C. Lyon C. J. (2015). The fidelity of formative assessment implementation: issues of breadth and quality. Assess. Educ. 22, 140–160. doi: 10.1080/0969594X.2014.990416
Yan Z. Brown G. T. L. (2021). Assessment for learning in the Hong Kong assessment reform: a case of policy borrowing. Stud. Educ. Eval. 68:100985. doi: 10.1016/j.stueduc.2021.100985
Yan Z. Cheng E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teach. Teach. Educ. 45, 128–136. doi: 10.1016/j.tate.2014.10.002
Yan Z. Chiu M. M. Cheng E. C. K. (2022). Predicting teachers’ formative assessment practices: teacher personal and contextual factors. Teach. Teach. Educ. 114:103718. doi: 10.1016/j.tate.2022.103718
Yan Z. Li Z. Panadero E. Yang M. Yang L. Lao H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assess Educ. 28, 228–260. doi: 10.1080/0969594X.2021.1884042
