Search results for: Instructional practices
Page 2/2 13 items
Relationships of New Teachers’ Beliefs and Instructional Practices: Comparisons Across Four Countries
This study investigates the relationship between new teachers' beliefs about instruction and teaching practices. It also discusses some possible reasons for the relationships between teacher beliefs and teacher practices within national and international contexts. To examine the relationships between new teachers’ beliefs and their instructional practices, the authors selected new teachers in four OECD countries including Hungary, Korea, Norway, and Turkey. The findings showed that the instructional practices of new teachers from the four selected countries were neither consistent nor aligned with their beliefs about instruction. One of the reasons for this result may be that new teachers’ self-reported instructional practices might differ significantly from their actual performance.
Updated: May. 05, 2015
What Makes Good Teachers Good?: A Cross-Case Analysis of the Connection between Teacher Effectiveness and Student Achievement
This study compared the impact of effective teachers and less effective teachers on their students tests scores in reading and math. The authors used a two-phase study to shed light on the connection between teacher effects and teaching practices. The findings reveal that top-quartile teachers had fewer classroom disruptions, better classroom management skills, and better relationships with their students than did bottom-quartile teachers.
Updated: Apr. 09, 2013
The purpose of the two studies reported in this article was to measure the effects of a computerized professional development program for a concept teaching routine. For each study, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. These two studies demonstrate that computerized professional development programs can be designed in ways that teachers gain a great deal of knowledge about an instructional practice and express high levels of satisfaction with what they have learned and how they have learned it.
Updated: Sep. 19, 2011