International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Good Thomas L.
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5 items
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This article evaluates the work of Gargani and Strong, who claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. Although the authors find some aspects of their work as well done, they find, more generally, that their claims are premature and inflated. Their work suffers from several problems including inattention to relevant historical work, no demonstrated ecological validity, no working theory, and lacks a clear conception of what RATE is.
Published: 2015
Updated: Dec. 06, 2015
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The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform (CSR) program to support these beliefs. This article provides information about recent school reform research and conditions of schooling. The article then reviews the research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers.
Published: 2008
Updated: Dec. 22, 2008
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The achievement effects of Comprehensive School Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. This study focuses on observations of math and reading/language arts lessons in classrooms implementing an array of CSR programs to better understand what occurs in CSR classrooms. The authors found that students were productively involved in assigned tasks and that classrooms were pleasant and task oriented in both mathematics and reading/language arts.
Published: 2008
Updated: Dec. 22, 2008
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The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform Program (CSR) to support these beliefs. This article briefly reviews literature related to school reform throughout this period. The article describes this research plan to study CSR elementary schools in the state of Arizona and introduces the articles included in this special issue.The basic intent of this study was to inform working theories of learning, motivation, and social/emotional development in school contexts in Grades 3–5.
Published: 2008
Updated: Dec. 22, 2008
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Research in the self-determination theoretical (SDT) tradition indicates that teachers’ autonomy-supportive behaviors result in students’ greater perceived academic competence, better academic performance, and increased achievement. This study describes autonomy-supportive teacher behaviors in schools participating in Comprehensive School Reform (CSR The authors rarely identified explicit instances of encouragement or teachers engaging the experiences, expertise, or perspective of students.
Published: 2008
Updated: Dec. 22, 2008