Search results for: Teacher effectiveness
Page 8/10 95 items
Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations
This study compares research on the theoretical models and predictors of teacher effectiveness with those of other occupations. Four models of teaching are identified—labor, profession, craft, and art—each with its own (often implicit) objectives and theories about how learning takes place. In addition, there is considerable similarity between the teacher characteristics that predict teacher effectiveness and those predicting worker effectiveness in similarly complex occupations and professions. Specifically, cognitive ability and experience predict effectiveness for both groups, whereas personality and education are not predictive. These specific findings are informative for developing specific models of effectiveness.
Updated: May. 30, 2010
This study systematically tracked a group of 37 pre-service teachers' evolving beliefs about and perceptions of themselves and their experiences through the varied phases of their professional placements involving steadily increasing levels of professional responsibility. The results indicated that the pre-service teachers' beliefs about good teaching evolved from a belief in being in control through expertise to a belief in being in control through charisma and building relationship with their students.
Updated: May. 25, 2010
During the late 19th and early 20th centuries, the teaching profession was designed to match the rapid expansion of schooling. It relied on a captive pool of inexpensive, educated female labor and assumed little in the way of a professional knowledge base. Teacher preparation and development were designed accordingly. The author argues that the job of a K-12 “teacher” has remained markedly undifferentiated and static over the past century, despite advances in technology and communications.
Updated: Mar. 14, 2010
Dealing with School Violence: The Effect of School Violence Prevention Training on Teachers' Perceived Self-Efficacy in Dealing with Violent Events
This study deals with the relationship between school violence prevention training and teachers' perceived self-efficacy in handling violent events. Three indicators were used to examine teachers' self-efficacy: personal teaching efficacy (PTE), teachers' efficacy in the school as an organisation (TESO), and teachers' outcome efficacy (TOE). A significant relationship was found between teachers who reported receiving high levels of support from the school and TOE in dealing with violence.
Updated: Jan. 12, 2010
Situating Pre-service Reading Teachers as Tutors: Implications of Teacher Self-efficacy on Tutoring Elementary Students
This study examined the impact of high teacher efficacy on tutoring elementary students in reading. The research also examined whether high efficacy was correlated with reading strategy use. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading-specific teacher efficacy scale. The findings suggest that pre-service teachers' efficacy did not affect their reading strategy use while tutoring elementary students.
Updated: Dec. 07, 2009
Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective Classroom Practices
The goal of the current study was to explore the alignment of beginning teachers' beliefs and practices, in comparison to an experienced, exemplary teacher. To further explore relationships between teachers' beliefs and practices, the authors also explored aspects that might help beginning teachers become more effective. Participants included six beginning primary school teachers and one experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives.
Updated: Jul. 21, 2009
Pathways to Teacher Certification: Does It Really Matter When It Comes to Efficacy and Effectiveness?
In this study, the authors compared teacher candidates who followed three pathways leading to certification in adolescence education while attending the same university. A limited number of factors were held constant among pathways, and only factors inherent to the routes were varied. The dependent variables were (1) teacher effectiveness, as measured through Danielson's Observation Scale, and (2) teacher efficacy, as measured through Gibson and Dembo's Teacher Efficacy Scale. No significant differences in efficacy or effectiveness were found.
Updated: Jul. 15, 2009
Characteristics of Highly Effective Cooperating Teachers: A Study of Their Backgrounds and Preparation
The present study investigated the effectiveness of cooperating teachers at four sites where several of the factors associated with effective supervision were present. In the first stage of the research, information was gathered through interviews and artifact collection about cooperating teachers' supervisory preparation, practices, and perceptions. In the second stage of the research, researchers used ex post facto methods to used ex post facto methods to identify background and intervention factors associated with their effectiveness levels. 13 pairs of cooperating-teacher-student-teacher from four sites participated in the study.
Updated: Jul. 15, 2009
This longitudinal study of middle school science teachers examined the relationship between effective science instruction, as defined by the National Science Education Standards, and student achievement in science. 11 teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol, and student achievement, which was assessed using the Discovery Inquiry Test in Science. This study provides justification for teaching science effectively to narrow achievement gaps in science.
Updated: Jul. 09, 2009
The authors argue that effective inclusionary practices and therefore overall effective teaching, depend in part on the beliefs of teachers about the nature of disability and about their roles and responsibilities in working with students with special education needs. The authors provide evidence to suggest that teachers' beliefs about disability and about their responsibilities for their students with disabilities and special educational needs may be part of a broader set of epistemological beliefs
Updated: May. 27, 2009