Search results for: Classroom observation
Page 2/3 22 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
Impact of a Content and Methods Course Sequence on Prospective Secondary Mathematics Teachers’ Beliefs
This article reports on a study of beliefs about mathematics, teaching, and proof. The study was conducted with six prospective secondary mathematics teachers. The findings reveal that while their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students.
Updated: Oct. 22, 2012
Formative Conceptions of Assessment: Trainee Teachers’ Thinking about Assessment Issues in English Secondary Schools
In this article, the authors examine the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. The authors interview a sample of trainee teachers at an early stage of preparation for teaching. The findings suggest that the preconceptions of trainee teachers about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Updated: Aug. 28, 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
Ambitious Pedagogy by Novice Teachers: Who Benefits From Tool-Supported Collaborative Inquiry into Practice and Why?
In this article, the authors tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance. Eleven secondary science teachers engaged in tool-supported collegial analysis of their students’ work over two years, spanning pre-service and in-service contexts.
Updated: Oct. 27, 2011
Using Videoconferencing Technology to Enhance Classroom Observation Methodology for the Instruction of Preservice Early Childhood Professionals
This study describes a project which its purpose was to test a technologically enhanced approach to the classroom instruction of preservice teachers and pre-professional daycare providers to facilitate the merging of traditional teacher education with modern technology. The results indicate that the participants preferred the remote video observations over the traditional onsite observation methods in terms of convenience and the unprecedented opportunities for open discourse during the live observations.
Updated: Aug. 23, 2011
This article presents a refined conception of Mary Boole’s construct of teacher lust. Boole's construct had impact on collegiate mathematics courses for prospective elementary and middle grades teachers. Two working aspects of the construct were identified: (1) enacted teacher lust; and (2) experienced teacher lust.
Updated: May. 19, 2011
Through this study researchers sought to evaluate the effects of qualification on instructional delivery modes of practicing preschool teachers in Nigeria. The sample consisted of 93 preschool teachers and 2,859 pupils aged 4 to 5 years. The results revealed that none of the teachers observed had preschool education training, and teacher whole-class interaction characterized by direct instruction was the prevailing approach.
Updated: Oct. 27, 2009
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers.
Updated: Jun. 02, 2009
The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform Program (CSR) to support these beliefs. This article briefly reviews literature related to school reform throughout this period. The article describes this research plan to study CSR elementary schools in the state of Arizona and introduces the articles included in this special issue.The basic intent of this study was to inform working theories of learning, motivation, and social/emotional development in school contexts in Grades 3–5.
Updated: Dec. 22, 2008