Search results for: Improvement
Page 1/2 11 items
The Continuing Search to Find A More Effective and Less Intimidating Way to Teach Research Methods in Higher Education
The purpose of this study is to integrate the potential advantages of an intensive format with student-centred learning and active engagement in research methods education. Specifically, this study examined the implementation of a new, intensive course format at UK business school. This format aimed to increase student participation, and promote independent learning in a less formal and more collegiate environment. The results reveal that the new format produced scores that were at least as good as the traditional format and which were more closely aligned with the students’ average overall course scores. Consequently, students had a clearer idea of the research process and were often enthusiastic and more prepared to take ownership of their project.
Updated: Feb. 11, 2018
Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value- Added Measures
In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and program improvement. They focus on examining whether differences in teacher value-added scores exist by type of teacher preparation institution attended and years of teacher experience.This study shows that there is potential in using value-added models as an additional form of evidence that can inform our understanding of the effectiveness of teacher preparation programs in producing teachers who can positively affect student learning. The authors concludes by arguing for collective responsibility among teacher education institutions, professional organizations, and state and local agencies as they respond to the demand for increased accountability.
Updated: Dec. 16, 2015
The present systematic review of algebra instructional improvement strategies identified 82 relevant studies with 109 independent effect sizes representing a sample of 22,424 students. Five categories of improvement strategies emerged: technology curricula, nontechnology curricula, instructional strategies, manipulatives, and technology tools. All five of these strategies yielded positive, statistically significant results.
Updated: Feb. 24, 2011
In this article, the author concludes her work heading Obama’s education policy transition team. She describes President Obama’s commitment to making the education of every child a collective responsibility and reviews central elements of the new administration’s plans for education. She reflects on the importance of suggested policy changes, particularly focusing on the importance of legislation to improve teacher capacity and retention.
Updated: Sep. 07, 2009
This paper describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement. This study used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms.
Updated: Jun. 02, 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
In 1997, Singapore's Ministry of Education (MOE) committed itself to an ambitious program of pedagogical reform in Singaporean schools in anticipation of the kind of institutional challenges that young Singaporeans were likely to face in the coming decades. Since then, the Ministry has designed and implemented a series of initiatives that will go a considerable distance to achieve its objectives. These initiatives focus on substantial changes in the system of 'instructional governance' in Singapore over the past decade, and efforts to change the pattern of classroom pedagogy. But the authors argue that these initiatives do not go quite far enough to close the gap between policy and practice.
Updated: Feb. 16, 2009
The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the fields of curriculum and teaching in the 1970s with his ideas about the practical. In this article, the author trace her personal journey of coming to know Schwab's contributions and how she came to vicariously know Schwab as a professor who not only paved the scholarly way to self-study, but also appeared to practice a form of self-study by making his personal teaching an object of inquiry.
Updated: Jan. 19, 2009
Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform
This study builds upon research on teacher professional communities and high school restructuring reforms. It employs a conceptual framework that draws upon theories of “community of practice” and “community of learners.” The study analyzes how teachers’ professional inquiry communities at the high school level constitute a resource for school reform and instructional improvement. The findings demonstrate how the enactment of design choices holds particular consequences for the nature and quality of teacher learning and school improvement.
Updated: Dec. 15, 2008
Capturing Authenticity, Transforming Perception: One Teacher's Efforts to Improve Her Students' Performance by Challenging Their Impressions of Self and Community
In this essay, the author describes the efforts of a public school teacher to improve her students' writing by attempting to increase their connectivity to their community.By designing photojournalism projects that prompt students to capture their authentic experiences, the teacher hopes to challenge the students' negative perceptions of their community. The author elaborates on the personal and pedagogical dilemmas that the teacher faced while engaged in this work.
Updated: Nov. 30, 2008