Search results for: Teacher effectiveness
Page 1/10 96 items
Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations
Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.
Updated: Aug. 03, 2022
A tribute to ‘unsung teachers’: teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers
This narrative inquiry examines teachers’ influences on undergraduate and graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalisation and serial interpretation. Three diverse students’ narratives constituted the science education cases: one from teacher education, another arising from cyber technology and a third involving cyber security. The influence of the university students’ former teachers cohered around five themes: 1) same program-different narratives, 2) in loco parentis, 3) counter stories, 4) learning in small moments, and 5) the importance of the liberal arts in STEM education. The students’ narratives form instructive models for their siblings and other students pursuing STEM degrees and careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of ‘unsung teachers’ whose long-term influence is greatly underestimated by the public.
Updated: Dec. 12, 2019
Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions
Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can Dewey’s epistemology be extended to learning theories in a manner that informs the making of teaching conduct more intelligent? To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator. The authors conclude that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.
Updated: Jun. 06, 2019
True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention Among Novice Teachers
This study examines whether teacher retention and effectiveness among novice teachers in their first and second year of teaching can be predicted by differences in grit. The findings indicate that grittier teachers were more likely to complete the school year and outperformed their less gritty colleagues. Furthermore, the findings demonstrate that consistent with the applicants in sample 1, applicants in sample 2 whose résumés revealed evidence of passion and perseverance for long-term goals became novice teachers whose students made more academic progress under their guidance. The authors argue that these findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession.
Updated: Feb. 18, 2018
This article investigates the relationship between the structural features of middle grades teacher preparation programs (TPPs) and student achievement gains in math and English/Language Arts (ELA), focusing on teachers recommended for initial licensure, prepared in University of North Carolina (UNC) system institutions. The findings reveal that subject matter has a negative relationship to middle grades mathematics achievement but no relationship to student achievement for ELA. Further, there is a negative relationship of full-time student teaching responsibility for mathematics and no relationship for ELA. Similarly, there is evidence of a negative relationship of early fieldwork hours to mathematics achievement, but no relationship to ELA achievement.
Updated: Jul. 24, 2017
The present paper argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. This research focuses on two broad animating questions: “the policy question” and “the learning question.” The authors recommend that future research address questions that link teacher learning with student learning and teacher candidates’ beliefs and practices as well as questions that examine the relationships between research practices and social, economic and institutional power.
Updated: May. 03, 2017
A Discursive Psychology Approach to the Study of Pre-service Teachers’ Written Reflections about Teacher Effectiveness
This paper reports findings from a discourse analysis, informed by a discursive psychology (DP) perspective, of pre-service teachers’ beliefs about teacher effectiveness as constructed in reflective papers. DP treats beliefs as discursive productions that are occasioned by an interactional task and are made visible through discursive features. The analysis highlights the discursive features employed by pre-service teachers as they wrote about teacher effectiveness in relation to their field observations.
Updated: Mar. 22, 2017
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. The authors offer a synthesis of this research, guided by Clarke and Hollingsworth’s (2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas.
Updated: Dec. 06, 2016
Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives
The purpose of this project is to describe how one of the largest teacher education programs in the nation has taken a lead position toward evaluating itself, and has begun to take responsibility for its impact on the public school system. This research also presents the process of establishing a self-evaluation initiative across the state of Arizona and provides a roadmap for how other colleges and universities might begin a similar process. This work resulted in a set of seven “beyond excuses” imperatives that participants involved in the T-PREP consortium developed and participants at the local level carried forward. The seven key imperatives are important for other colleges of education to consider as they too embark on pathways toward examining their teacher education programs and using evaluation results in both formative and summative ways.
Updated: Oct. 05, 2016
Drawing on extensive survey and administrative data on all teachers, students, and schools in a large, urban district, this study investigates whether certain kinds of field placement schools predict later teacher performance. It finds that teachers who learned to teach in field placements with stronger teacher collaboration, achievement gains, and, to a lesser degree, teacher retention were subsequently more effective at raising student achievement. However, these kinds of schools were less likely to be used as field placements.
Updated: Aug. 31, 2016