Search results for: Teacher effectiveness
Page 4/10 94 items
The authors examined the degree to which ongoing professional development (PD) for school teachers is associated with more effective teaching practices as measured through teachers’ behaviors in the classroom. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. The implications of this study indicate that high-quality professional development does not always address all domains of teaching.
Updated: Aug. 26, 2013
Teaching Efficacy and Teaching Performance Among Student Teachers in a Jordanian Childhood Education Program
The purpose of this study was to investigate the teaching efficacy of student teachers in the Childhood Education Program at the University of Jordan. Results showed that a third of the student teachers had an internal locus of attribution, whereas two thirds had an external locus of attribution. Data showed that student teachers who had high levels of internal attribution also had a higher capacity to utilize effective teaching strategies compared to those with high levels of external attribution.
Updated: Jun. 19, 2013
The Effects of Community-Based Service Learning on Preservice Teachers’ Beliefs About the Characteristics of Effective Science Teachers of Diverse Students
This study aimed to investigate the effects of community-based service learning (CBSL) on preservice elementary teachers’ beliefs of the characteristics of effective science teachers of diverse students. Findings suggest that preservice teachers who participated in CBSL developed beliefs about the characteristics of effective science teachers that are complimentary to the descriptions of effective teachers of diverse students provided in the literature.
Updated: Apr. 24, 2013
What Makes Good Teachers Good?: A Cross-Case Analysis of the Connection between Teacher Effectiveness and Student Achievement
This study compared the impact of effective teachers and less effective teachers on their students tests scores in reading and math. The authors used a two-phase study to shed light on the connection between teacher effects and teaching practices. The findings reveal that top-quartile teachers had fewer classroom disruptions, better classroom management skills, and better relationships with their students than did bottom-quartile teachers.
Updated: Apr. 09, 2013
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
This article reports how the general pedagogical knowledge test was conceptualized in the context of Teacher Education and Development Study in Mathematics. The researchers from the United States, Germany, and Taiwan worked together and used representative samples of future middle school teachers in these countries from a survey which conducted on 2008. Findings revealed that U.S. future middle school teachers were significantly outperformed by future teachers in Germany and Taiwan. Furthermore, the data revealed that U.S. future middle school teachers had a relative strength in generating classroom strategies but a weakness in recalling knowledge and analyzing problems.
Updated: Apr. 08, 2013
In this article, the author presents a holistic practice-based approach to preparing candidates for quality teaching. This approach integrates academic knowledge of theory, pedagogy, and curriculum across experiences in authentic contexts that are embedded in focused inquiry, directed observation, and guided practice. The discussion of the proposed practice-based approach to learning to teach is presented in two parts. The first part includes the organizing ideas and discursive practices for teaching referred to as essential knowledge, skills, and understandings for quality teaching. The second part includes the epistemic practices and program qualities that support learning to teach.
Updated: Apr. 02, 2013
This article describes a study which explored the effectiveness's development of teachers in North Carolina public schools during their first five years in the classroom. The authors contrasted the beginning teachers' effectiveness with the effectiveness of teachers who stayed with that of those who left.
Updated: Dec. 25, 2012
This paper aims to identify teacher characteristics which could describe excellent teachers in Scotland. The concept described as ‘teachers for excellence’. Eighty-eight teachers responded to a questionnaire which asked them to rate in importance 44 characteristics of excellent teachers. The findings of this study reveal that teachers saw teaching as an interaction between practitioners and pupils. The findings of this study reveal that teachers saw teaching as an interaction between practitioners and pupils. The teachers consistently described excellence in terms of personal qualities and interpersonal skills.
Updated: Dec. 03, 2012
Improving Preservice Teachers' Perspectives on Family Involvement in Teaching Children With Special Needs: Guest Speaker Versus Video
The current study examines preservice teachers' perspectives on family involvement in special education and effective teaching methods for delivering family-involvement content. Eighty-three preservice teachers provided data on pre- and postadministrations of a questionnaire. The effectiveness of two methods, a video and a guest speaker, in delivering curriculum concerning family involvement was compared.
Updated: Sep. 27, 2012
Experienced Secondary Science Teachers' Perceptions of Effective Professional Development While Pursuing National Board Certification
The purpose of this study was to explore science teacher perceptions regarding the most effective professional learning opportunities. This descriptive study surveyed 118 candidates for National Board certification in Adolescent and Young Adult Science from 42 states about their professional learning experiences. Candidates' self‐reports reveal that developing science curriculum, reading scientific literature, and pursuing National Board certification are the three most productive approaches to professional development while education courses and in‐service workshops were identified as least effective.
Updated: Aug. 30, 2012