Search results for: Strategies
Page 1/1 9 items
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?
Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.
Updated: Aug. 25, 2020
In this study, the authors examine the strategies reported by naïve assessment constructors. Naïve assessment constructors refer to those individuals with limited, if any, formal preparation for constructing classroom assessments. The authors identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. The authors suggest that teacher educators can guide learners to more appropriate strategies within each family and facilitate deliberate practice on their use.
Updated: Jul. 24, 2017
The study aims to gain a better understanding of the interrelation between teachers’ proactive strategies (self- and co-regulation) and perceived teacher-working environment fit that would be mediated by a socio-contextual burnout experience. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Furthermore, teacher’s co-regulation and ability to seek and receive social support from colleagues correlated positively with experienced teacher-working environment fit. Finally, the interrelation between teachers’ proactive strategies, both self- and co-regulation, and perceived teacher-working environment fit, is mediated by the socio-contextual burnout experience.
Updated: Sep. 06, 2015
The Secrets of Successful Veteran Biology Teachers: Metaphors of Evolution, Regeneration, and Adaptation
Voices of veteran junior high and high school biology teachers are seldom heard. The purposes of this study are (1) to enhance the understanding of personal and contextual factors influencing veteran teachers' career choices; (2) to create veteran teachers profiles; (3) to examine their survival strategies; and (4) to find out what the education system needs to do to enjoy successful their possible contributions. The findings revealed three types of survival strategies: (1) adapting, transforming teachers; (2) non-transforming teachers; and (3) regenerated teachers.
Updated: Dec. 07, 2009
The present study aimed to examine pre-service and in-service teachers' metacognitive knowledge about the frequency, efficacy, and facility of applying different problem-solving strategies in different kind of problems. This study based on the methodology presented in the research of Antonietti, A., Ignazi, S., & Perego, P. (2000). A sample of 338 in-service teachers (172) and pre-service teachers (166) participated in the study. The results are in accordance with Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods.
Updated: Jan. 07, 2009
Contrasting Paths to Small-School Reform: Results of a 5-year Evaluation of the Bill & Melinda Gates Foundation’s National High Schools Initiative
This article summarizes the results of a 5-year national evaluation of the first stage of the Bill & Melinda Gates Foundation’s initiative. The article focuses on two contrasting strategies to small-school reform: starting new small high schools, and converting large schools into smaller learning communities. For each strategy, it reports on the progress of the reform in its first several years, student outcomes, and key implementation factors that shape progress and outcomes for start-up and conversion schools.
Updated: Dec. 17, 2008
Two teacher education strategies are presented in this article. A “minimalist” strategy requires teacher educators to make explicit the hidden moral education curriculum and to reveal the inextricable linkage between best practice instruction and moral character outcomes. The “maximalist” approach requires preservice teachers to master a tool kit of pedagogical strategies that target moral character directly as a curricular goal.
Updated: Oct. 02, 2008
Involving Science Teachers in the Development and Implementation of Assessment Tools for “Science for All” Type Curricula
10 teachers from 10 high schools in Israel participated in an alternative assessment of a new high-school science curriculum. An evaluation study was conducted at the start of the workshop and at its completion to determine if the workshop goals were attained. Teachers felt more self-confident following the workshop, and students felt that their involvement in decisions improved their sense of responsibility for their achievement. In addition, the new interdisciplinary curriculum requires a professional development program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Updated: Feb. 19, 2008
A change in theories regarding school achievement moved away from the traditional thought that student background variables are the strongest predictors of the students' success or failure. Citing more current research studies, it has become quite evident that teacher effectiveness has been identified as the major factor predicting student academic progress. If teacher quality makes a difference in student learning, then teacher professional development programs should be focused on effective strategies.
Updated: Feb. 17, 2008