Search results for: Evaluation
Page 1/6 56 items
Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development
Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers’ content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days. There is, however, variation in how quickly knowledge is lost, with teachers participating in summer programs losing more rapidly than those who attend programs that occur during school years. The implications of these findings on designing and evaluating PD programs are discussed.
Updated: Mar. 15, 2021
Faced with declining numbers of students in teacher education programs, policymakers in many states are considering new actions that might increase teacher supply. One approach that has gained increasing popularity is community colleges beginning to offer 4-year degrees in teacher education. This study explores state adoption of these programs and its effect on the number and diversity of students earning bachelor’s degrees in teacher education. Overall, the authors find no effect of these programs; however, in the limited case of a state with widespread use of community college baccalaureate (CCB) teacher education programs they find that degree production increased, yet the diversity of the graduates declined.
Updated: Aug. 11, 2019
The purpose of this study was to assess the emotional intelligence (EI) of the student in the process of training for teaching in secondary schools. The findings reveal that the participants show acceptable levels of EI and skills that are adequate to feel, express and understand their emotions according to the criteria that each of the instruments used present: MSCEIT and TMMS-24. Furthermore, the authors found differences among students enrolled in the various specialities of the Master’s degree in Teacher Training in some aspects of EI, namely in the strategic EI area and the branch of emotional management in the Physical Education and Educational Guidance specialities.
Updated: Jun. 10, 2018
This study aimed to explore the impact on program improvement of systematically gathering P-12 student learning data over a 5-year period. The findings reveal that candidates can demonstrate a positive impact on student learning that is generally equivalent for P-12 students of all ethnicities and learning needs. The authors did not identify statistically significant learning gain differences among P-12 students. The data also indicated that participants could differentiate instruction and meet the needs of all learners.
Updated: Feb. 22, 2018
This study investigates the attitude of mentors toward student teachers’ team teaching in general and toward parallel and sequential teaching in particular. Furthermore, the authors also examine the advantages and disadvantages the mentors see for the actors involved (mentors, student teachers, and learners) and the conditions they consider necessary for successful implementation. The findings indicate that mentors demonstrated an openness toward the use of team teaching during field experiences. The mentors identified both advantages and disadvantages for mentors and student teachers.
Updated: Feb. 14, 2018
This article discusses the research regarding the formation and role of networks, and factors to consider when assessing the impact and outcomes of a network. It also looks at the connections between networks and action research (AR), and moves to a focus on the Evaluative Study of Action Research (ESAR), currently in its first stages, and outlines four levels of networks associated with the study. Finally, this article provides an early formative analysis with regard to the impact and outcomes of the ESAR team as a network to date. The authors conclude that the ESAR network provides evidence of each factor of well-functioning networks. Formative evaluations will continue for how the team network functions, as well as how each of the networks that develop functions as the research is undertaken.
Updated: Sep. 19, 2017
Current studies indicate that the requirements of academia in recent years have been low and that students today devote significantly less time to learning than in the past. The name of the game today appears to be high grades at sale prices, making 80% the new “fail.” This disconcerting phenomenon, known as “grade inflation,” can be defined as an upward shift in grades without a demonstrated increase in the knowledge-based performance of students. The author argues that the solution is understanding the causes and effects of grade inflation requires, first and foremost, education professionals to conduct a discussion on the organizational level regarding evaluation within their respective institutions.
Updated: Sep. 18, 2016
This study examined the observed relationships between students’ technology use and the technologies and classroom environments that teachers arrange for them. The results warrant three areas of discussion: interpretation of the correlations, the observation process, and the use of the NETS in evaluation. The authors argue that educational planners need to be aware of these pedagogical pressures and relate them to their own priorities, since a technology implemented in response to one need may have unintended consequences. Furthermore, these observations provided several guidelines for observation practice.
Updated: Mar. 07, 2016
Three research instruments were designed to explore how mentors judge readiness to teach during final practicum placements. This article describes the three instruments. It discusses how the three tasks worked as ways to understand how people judge readiness to teach and as ways to develop mentors’ judgement making.
Updated: Jun. 10, 2015
This study aimed to add to the growing base of knowledge about teachers’ engagement with assessment data and their motivation for classroom assessment. The findings settled into four main categories: (1) teachers use for learning assessment to improve student achievement, (2) an imbalance of formative assessment – assessment as learning was not used consistently, (3) inconsistent formalization of observation into meaningful assessment data, and (4) the tension between internal and external motivators for student assessment. The author concludes with some recommendations for teacher preparation programs, professional development for teachers and school and district administration.
Updated: Jun. 07, 2015