Search results for: Teacher quality
Page 1/2 16 items
Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included different kinds of instructional methods (e.g., problem-based learning, inquiry-based learning, and project-based learning). The metasynthesis included 118 meta-analyses and 12 surveys of more than three million study participants. Findings clearly indicated that active university student and beginning teacher involvement in mastering the use of instructional practices and both knowledge and skill acquisition by far stood out as the most important preservice teacher preparation practices. The pattern of results helped identify high leverage and high impact teacher preparation practices. Implications for future research and improving teacher preparation are described.
Updated: Sep. 12, 2019
Teacher preparation programs (TPPs) have received a great deal of policy and research attention of late. And despite the commonsense notion that preparation for formal classroom responsibilities should improve the readiness of teacher candidates, the value of formalized preservice teacher education is unclear. In this review of the quantitative evidence about teacher preparation programs, the author finds that most studies show only minor differences in the value added of teachers who graduate from different programs, and that there are only a few studies that focus on the association between the features of teacher preparation and teacher workforce outcomes.
Updated: May. 26, 2019
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
Those Who Can, Teach: The Academic Quality of Preservice Students in Teacher Education Programs in Taiwan
This research investigates Taiwanese preservice students’ academic quality in comparison with their nonteaching peers. The findings show that preservice students demonstrated higher academic quality than their non-preservice counterparts, as they had better entry test scores, mid-point grades and final grades. The authors provide explanations of the gap in performance between the two groups within the broader sociocultural context of Taiwanese society. First, the authors found that the majority of the teaching programs set a minimum academic standing as a threshold for student application when they recruit students from various programs/departments within the university. Second, the Taiwanese government adopted policies that provide teachers with generous compensation and benefit packages that provide teachers with generous compensation and benefit packages. Furthermore, the cultural beliefs imbedded in the Confucian cultural heritage may also play a role in constructing favorable teaching conditions.
Updated: Apr. 24, 2018
The possibilities of reducing the danger of burnout can be based on regarding the professional self-efficacy crisis as the basis for understanding the burnout process, and will be presented below. 1. The school's organizational sphere. In this context, it is possible to operate on two complementary planes: (1) the establishment of collegial support groups, and (2) the nurturing of a supportive environment. 2. The task component and the teacher's professional performance. 3. Cultivating teaching styles that seek to target pupils' problems. 4. Stress management.
Updated: Jun. 19, 2017
Who Would Stay, Who Would Be Dismissed? An Empirical Consideration of Value-Added Teacher Retention Policies
Several states have recently adopted or are pursuing policies that deny or revoke tenure from teachers who receive poor evaluation ratings over time based in part on quantitative measures of performance. Using data from the state of Florida, the authors estimate such value-added measures to consider the future effectiveness and number of teachers who would have been dismissed under different versions of these policies. The authors show that specific policy design determines the extent of the potential for value-added to improve the overall quality of the teaching workforce.
Updated: Jan. 19, 2014
The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators
This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. This article concludes that in most countries, policy measures for teacher educators appear to be no different from measures for teachers in higher education in general, while in only a few countries are teacher educators considered a distinct professional group with its own policy measures. The most dominant stakeholders in developing actions and measures related to the professional quality of teacher educators are national governments and heads of local teacher education institutions. Teacher educators themselves, however, are much less specified as explicit stakeholders in policies on the quality of teacher educators.
Updated: Oct. 02, 2013
What Makes Good Teachers Good?: A Cross-Case Analysis of the Connection between Teacher Effectiveness and Student Achievement
This study compared the impact of effective teachers and less effective teachers on their students tests scores in reading and math. The authors used a two-phase study to shed light on the connection between teacher effects and teaching practices. The findings reveal that top-quartile teachers had fewer classroom disruptions, better classroom management skills, and better relationships with their students than did bottom-quartile teachers.
Updated: Apr. 09, 2013
This article advances an interdisciplinary perspective on the factors influencing teacher quality, specifically defined as teachers’ practices and their interactions with students that can be shown to relate to student achievement. The article offers a view of teacher quality focused on teacher-child interactions that serve as explanatory mechanisms in predicting children’s achievement. Additionally, the article discusses two bodies of research from psychological science that illustrate the ways in which psychological principles and an overarching view of teachers as developing people may contribute to current debates about teacher quality.
Updated: Nov. 28, 2010
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap Between Black and White and High- and Low-SES Students in the Early Grades?
In this study, the authors explore the extent to which specific aspects of teacher quality and teaching quality influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. The authors found that lower achieving students are initially assigned to teachers who emphasize basic instruction. Furthermore, the authors found that higher achieving students are assigned teachers who emphasize more advanced instruction.
Updated: Nov. 28, 2010