Search results for: Teacher effectiveness
Page 5/10 94 items
The Masters in Teaching and Learning: A Revolution in Teacher Education or a Bright Light Quickly Extinguished?
In summer 2009, the Labour government in England introduced of the Masters in Teaching and Learning (MTL), which was fully funded by the Training and Development Agency for Schools (TDA). The proposed aim of the MTL is ‘to improve teacher quality to raise standards in education. The authors discuss what the MTL might mean both for in‐service teacher education and initial teacher training. The authors also explore issues relating to the structure and delivery of MTL.
Updated: Jul. 24, 2012
The purpose of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance.
Updated: Jun. 27, 2012
A Multilevel Analysis of the Impact of a Professional Learning Community, Faculty Trust in Colleagues and Collective Efficacy on Teacher Commitment to Students
The current study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions – structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students.
Updated: Jun. 20, 2012
This paper examines ways in which the current policy context influences teaching and explores the challenges these influences pose for research on teaching. To illustrate this potential policy impact, the authors focus on three core dimensions of teaching: who is the teacher, is teaching practice stable or changing, and what constitutes teaching quality.
Updated: May. 28, 2012
In this article, the authors focus on one aspect of instruction, the extent of cognitive demand that characterizes reading and mathematics instruction in fourth- and fifth-grade classrooms. The authors wanted to explore whether the instructional styles of teachers who teach in both subject areas exhibited similar amounts of cognitive demand. The findings suggest that the level of cognitive demand exhibited in the tasks teachers pose and the responses and work of students are similar in mathematics and reading.
Updated: May. 28, 2012
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
This paper uses a mixed-methods approach to discuss three challenges that educational researchers face .The authors describe their own attempts to address these challenges in a longitudinal study of reading and mathematics instruction in fourth- and fifth-grade classrooms in moderate- to high-poverty schools.
Updated: May. 23, 2012
In this article, the authors intend to solve two enduring problems in education: Unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction. Hence, the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching.
Updated: Apr. 16, 2012
This article describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. It was found that Building leadership, student affirmation, and external support keep teachers enthusiastic.
Updated: Mar. 01, 2012
This article presents findings from an instrumental case study. The purpose of the instrumental case study was to examine the impact of high-stakes standards-based accountability reform on preservice teachers and what this means for teacher education. The data reveal that these candidates learned in their teacher education program that they had to incorporate Texas’s mandated curriculum into their teaching. However, their field experiences taught them that knowing how to teach the mandated curriculum and putting that knowledge into practice is a difficult task to undertake.
Updated: Feb. 29, 2012