International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Measures
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8 items
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In this article, the authors argue that the national conversation around teacher education accountability in the United States derives from a specific policy paradigm about the utility of teacher preparation. Specifically, they discuss the procedures these states are using to connect P–12 teacher performance with teacher preparation programs. The authors present cases from Georgia and Missouri illustrating how these policy paradigms have resulted in outcomes-based accountability initiatives for teacher education.
Published: 2014
Updated: May. 27, 2015
2
In this longitudinal study, the authors investigate changes in teachers’ mathematics knowledge during a mathematics content course focused on real-world applications and during a content/pedagogy hybrid course designed specifically for elementary teachers. The authors used two popular assessments in the United States: (1) Learning Mathematics for Teaching (LMT) and (2) Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). The findings reveal that teachers made large gains on both measures. However, the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Furthermore, the patterns of change differed during the two courses, with the LMT scores increasing during the hybrid course only and the DTAMS scores increasing over the two courses.
Published: 2013
Updated: Jul. 02, 2014
3
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.
Published: 2012
Updated: Apr. 02, 2014
4
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. The authors extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. This article proposes a rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard.
Published: 2013
Updated: Sep. 16, 2013
5
The Technology Integration Confidence Scale (TICS) represents a measure of preservice teacher traits regarding technology integration training. This article describes new Item Response Theory analyses of multi-semester the TICS data. The author finds the TICS to function very well. The author also finds that TICS scores remain consistent from semester-to-semester.
Published: 2011
Updated: Jul. 16, 2013
6
The author suggests to apply recent research knowledge to improve the conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies.
Published: 2009
Updated: Jun. 02, 2009
7
A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method.
Published: 2008
Updated: Jan. 12, 2009
8
This systematic review of the literature synthesizes research from a number of disciplines and provides a succinct distillation of the methods and measures used to study the impact of creative drama on the language development of young children. An analysis of the merits and limitations of the reviewed studies reveals a number of methodological problems that threaten the validity, reliability, and credibility of drama research.
Published: 2008
Updated: Apr. 07, 2008