Search results for: Performance
Page 2/3 22 items
Evaluating the Evidence Base of Performance Feedback in Preservice Special Education Teacher Training
In this study, the authors identify eight single-subject studies examining the effects of performance feedback in preservice teachers to determine the evidence base for this practice. Positive findings are shown across seven of the eight studies. Teacher-specific behaviors do improve after receiving performance feedback. However, the change in these behaviors was not consistent across all studies.
Updated: Jul. 20, 2014
Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education
This study examines the political forces that have driven the development of performance funding in some states but not others. This study found that many of the actors and motives cited by the prevailing perspective operated in the six states, including state legislators, governors, and business people pursuing performance funding in the name of greater effectiveness and efficiency for higher education. However, the prevailing perspective misses the key advocacy role of state higher education coordinating boards and individual higher education institutions that pursued performance funding to secure new funds in an era of greater tax resistance and criticism of the effectiveness and efficiency of higher education.
Updated: May. 19, 2014
The goal of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive relationship with colleagues is important for teachers' innovative teaching performance.
Updated: Oct. 17, 2013
The goal of this paper is to propose performance as a creative instructional strategy to convey complex competencies related to understanding and working effectively with families in early childhood education. The article discusses how faculty, researchers, and those responsible for professional development can use performance to move early childhood educators towards greater family-centered competencies when serving diverse families and children.
Updated: Jan. 28, 2013
The purpose of this study was to identify critical factors expected in new-millennium learners (NMLs) competencies to prepare for their future and to construct an indicator of educational performance with valid and reliable criteria. The researchers developed the measurement of educational performance for NMLs on the basis of previous research and theoretical background. The researchers also conducted a meeting of experts, pilot studies, and a nationwide survey to define and refine a concept of educational performance required by a knowledge society.
Updated: Jul. 31, 2012
This article presents case study research which explored the use of school performance feedback and its’ perceived effects. The findings show that all schools used the feedback in writing school improvement plans. However, it was found that the extent of genuine school improvement varied across schools as did the perceived effects of the use of performance feedback.
Updated: Apr. 04, 2011
This study examines the relationship between students’ English language learner (ELL) status and their level of opportunity to learn (OTL) as a factor that may explain performance difference between ELL and non-ELL students. Results indicate that measures of classroom OTL are associated with student performance. Further, ELL students report a lower level of OTL as compared with non-ELLs. Such differential levels of OTL may indeed play a role in the lower performance of ELLs. The results of this study suggest that students’ ability to understand teacher instructions influences reported levels of OTL.
Updated: May. 25, 2010
New Regimes of Truth: The Impact of Performative School Self Evaluation Systems on Teachers' Professional Identities
This paper develops a Foucauldian analysis of interview data from a single case study site to illustrate the ways that new regimes of truth are created within schools and to consider the impact of disciplinary systems on teachers' professional identities.
Updated: Dec. 09, 2009
This study describes and analyzes the student and faculty experiences of a “performance-based” preservice teacher education program at a large comprehensive university in the mid-Atlantic region. The aim is to understand the “hidden” curricular messages within the program and the ways that these messages interacted with the intended learning outcomes.The program’s central hidden curricular message for faculty and students was that superficial demonstrations of compliance with external mandates were more important than authentic intellectual engagement.
Updated: Dec. 15, 2008
Using Alternative Lenses to Examine Effective Teachers’ Use of Technology with Low-Performing Students
Much of the literature on the use of technology with low-performing students can be seen as contradictory and limited, primarily because it examines technology use through a single lens: the technology itself.This study used two lenses—teachers’ instructional practices and the research on effective technology use—to examine the use of technology by effective teachers.In conclusion, examining the use of technology in the context of teachers’ instructional practices provides a fuller picture of the different roles technology can play to support the learning of low-performing students.
Updated: Dec. 15, 2008