Search results for: Dieker Lisa A.
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The Quality of Classroom Experiences in Chinese Kindergarten Classrooms across Settings and Learning Activities: Implications for Teacher Preparation
This study examined how Chinese teachers perform on Classroom Assessment Scoring System (CLASS) measures. The study also examined Chinese teachers' quality of interactions across settings and activities for future professional development considerations. Finally, the authors were interested in finding out any teacher-related variables that might contribute to teachers' better instructional supports in the classrooms. The results showed that Chinese teachers were successful in building a warm and supportive relationship with children and managing behavioral aspect of classroom. It was found that all teachers were more effective at promoting children's development in structured activities than unstructured activities. The authors also found that Chinese teachers scored lower on instruction support quality compared to international colleagues.
Updated: Jul. 26, 2018
This paper provides the details of the systemic change occurring over a five-year period through a comprehensive evaluation model. The results of the comprehensive evaluation plan indicate, over time, increases in the implementation of building-level supports, rated performance of co-teaching partnerships and grades for students with disabilities in co-taught classrooms. The evolution of the model extended to include web resources, interactive webinars, onsite coaching and specific evaluation feedback and recommendations to individual schools and teachers.
Updated: Sep. 04, 2016
In an attempt to address the research to practice gap, the authors developed and evaluated a process for creating and applying video models of effective practices for teacher education. The purpose of the project was to develop an effective process for creating video models of exemplary instructional practices in reading, math, and science. The project was a collaborative endeavor across three Florida university sites. Video models of strategies were field tested with preservice and practicing teachers working with diverse student populations. The authors present field-test data that demonstrate the influence of video modeling on teacher learning.
Updated: Jun. 29, 2009