Search results for: Alexander Patricia A.
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This article examined the properties of a new induction measure (Langdon Induction and Mentoring Survey [LIMS]) using quantitative and qualitative approaches. The sample included 273 participants: beginning teachers, school-appointed mentor teachers, classroom teachers, and school leaders from public schools in New Zealand. The authors argue that the LIMS serves to address the significant gap between the need and the availability of viable measures of induction and mentoring programmes for beginning teachers. The LIMS was found to be psychometrically sound for this sample. In addition, this analysis indicated that significant differences were found in perceptions of programme quality between the school leaders and teaching staff, with school leaders demonstrating the highest positive responses and the classroom teachers the lowest positive responses.
Updated: Apr. 02, 2014
The purpose of this article is to focus a philosophical lens on quality teaching in general, and the High-Quality Teaching (HQT) study in particular, an examination of what teachers do to help fourth- and fifth-grade students succeed in reading and mathematics. The authors' intent is to demonstrate how such philosophical scrutiny can lead to a fuller understanding of high-quality teaching in its varied manifestations.
Updated: May. 23, 2012