Search results for: Teacher effectiveness
Page 10/10 95 items
The participants in Boston College's 'Teachers for a New Era' Evidence Team designed a portfolio of assessments and studies in order to make decisions about teacher education policy and practice that were informed by research and evidence. This paper describes one project in the portfolio - a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre-service period to teachers in the first few years of work in the profession.
Updated: Feb. 02, 2009
Teachers, Teaching, and Teacher Education: Comments on the National Mathematics Advisory Panel’s Report
The paper considers the analyses and recommendations presented in Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008). The authors suggest ways to develop a systematic strategy to enact recommendations that will improve the quality of the teaching force and mathematics instruction.
Updated: Jan. 28, 2009
Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy
The authors examine how a mixed-methods research team designed and conducted a 4-year study that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge.They consider the advantage of synergistic approaches and combination of a greater range of data.
Updated: Jan. 28, 2009
The article examines reflection as a widely accepted process in teacher education. The nature of reflection has recently been challenged by the socially situated and critical, as they try to engage teachers in the broader social context. The study examines the use of critical social reflection in two social studies methods courses.
Updated: Mar. 18, 2008
In this article the author argues for the need to bridge studies of teaching and learning with studies of the subject involved – to establish a conversation between didactics and classroom studies. An analytical design and framework able to bridge the teaching–learning gap needs to be developed. Emerging technologies in video/audio documentation provide one chain of investigations for bridging how different thematic patterns are linked to instructional activities and interaction formats in classrooms.
Updated: Feb. 03, 2008