Search results for: Teacher quality
Page 2/2 17 items
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap Between Black and White and High- and Low-SES Students in the Early Grades?
In this study, the authors explore the extent to which specific aspects of teacher quality and teaching quality influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. The authors found that lower achieving students are initially assigned to teachers who emphasize basic instruction. Furthermore, the authors found that higher achieving students are assigned teachers who emphasize more advanced instruction.
Updated: Nov. 28, 2010
In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States. The author believes the central issue that teacher education must confront is how to foster learning about and from practice in practice. The author concludes that teacher education system in the United States the possibility of dramatically reforming teacher education and development. However, schools of education must hold themselves to a higher standard. Furthermore, teacher educators must be prepared to create partnerships with schools in their communities.
Updated: Mar. 14, 2010
The paper analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The author focuses particularly on the professional reality of vocational teachers as made manifest in the conjoined elements of the knowledge of teachers and professional cultures. He shows how closely teacher education and the institutional contexts are entwined in the minds of teachers as well as in professional cultures.
Updated: Mar. 09, 2009
A personality profile (Myers-Briggs) was run against 58 teachers in the state of Florida. Descriptive data includes frequency and percentage of response for each Type Indicator and for each combination of Type Indicators. Additionally, the significant results (p<.01) occurring for the combined ENFP type contradicts the typical ISFJ type as reported in other research characteristic of other American elementary educators.
Updated: Jun. 24, 2008
Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers
A research into the image of the ideal teacher versus the self-image of student teachers was conducted by two groups of preservice teachers. One group was composed of teacher education students, and the other was composed of beginning teachers who were still completing their academic degrees. Interview data was collected from 89 teachers. Finding revealed two major categories of the ideal teacher: personal qualities, and knowledge of the subject taught and didactic knowledge. However, beginning teachers attributed greater importance to knowledge in terms of the ideal teacher, while students who had not begun to teach attributed less importance to knowledge as far as the ideal teacher.
Updated: Mar. 18, 2008
A comparative analysis reveals that assistance and assessment can coexist. Participating in assessment and evaluation did not prevent mentors from forming trustworthy relationships, although it sometimes made that more challenging. In both programs mentors were highly regarded teachers, carefully chosen, with extensive professional expertise. They earned respect by establishing credibility as useful support providers. Mentors addressed novices’ concerns, but they also assessed how new teachers were meeting students’ learning needs. In both programs, new teachers set professional goals and were expected to demonstrate progress towards those goals.
Updated: Mar. 09, 2008
The article discusses school linked models for teacher education in England, France, Germany, the Netherlands and Sweden, and what, if any, are the consequences of the models in terms of teacher quality. The authors note a substantial variation between countries in terms of integration between the institution and the school, emphasis on practical learning, embedding of teacher education and duration of teacher education.
Updated: Jan. 16, 2008