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1.
Improving weak teaching may be one of the most effective means of raising pupil achievement. However, teachers’ classroom practices and the teaching ‘process’ may matter more to student learning than teachers’ observed résumé characteristics (such as certification and experience). There may also be important differences in teacher characteristics across government and private schools which may help explain the large documented public-private achievement differences often found in studies. This paper delves into the black-box representing ‘teaching’ to uncover the teacher characteristics and teaching practices that matter most to pupil achievement. This is done using unique school-based data, collected in 2002-2003 from government and private schools from one district in Punjab province in Pakistan. The data allow exploitation of an identification strategy that permits the matching of students’ test scores in language and mathematics to the characteristics of teachers that teach those subjects. Within pupil (across subject rather than across time) variation is used to examine whether the characteristics of different subject teachers are related to a students’ mark across subjects. The data are also unique in asking all subject teachers questions pertaining to their teaching practices and these, often unobserved, ‘process’ variables are included in achievement function estimates. Our pupil fixed-effects findings reveal that the standard résumé characteristics of teachers do not significantly matter to pupil achievement. Perversely, however, teachers are found to be rewarded with higher pay for possessing these characteristics, highlighting the highly inefficient nature of teacher pay schedules. Our findings also show that teaching ‘process’ variables matter significantly to student achievement. There are important differences across school-types. 相似文献
2.
In this study we use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement, the extent to which they offer a similar picture of student mathematics achievement compared to standardized test scores, and whether classroom assessment practices moderate the relationship between the two measures. Results indicate that teacher ratings correlate strongly with standardized test scores; however, this relationship varies considerably across teachers, and this variation is associated with certain classroom assessment practices. Furthermore, the evidence suggests that teachers evaluate student performance not in absolute terms but relative to other students in the school and that they may adjust their grading for some students, perhaps with basis on perceived differences in need and/or ability. 相似文献
3.
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strength s in these hallmarks. 相似文献
4.
This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole‐school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2‐week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the Discovery Inquiry Test in Science. The same students completed the test in grades 6–8. Students of teachers at Glendale Middle School significantly outperformed students at the control school. Findings in this study revealed the positive impact that whole‐school, sustained, collaborative professional development programs have on student achievement, indicating that programs of this nature could be a means to narrowing or eliminating achievement gaps in science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 775–786, 2007 相似文献
5.
Theresa J. Gurl 《Teaching Education》2019,30(2):177-199
This study examined the complexities of the collaborative relationship between student teachers and cooperating teachers in secondary mathematics from the perspectives of the student teachers. Four cohorts of student teachers (N = 170) in secondary mathematics were surveyed using a questionnaire that measured their perceptions of two dimensions of their student teaching experience: collaboration with their cooperating teachers and the classroom practices of their cooperating teachers. Although analysis of the responses revealed that student teachers were generally satisfied with the amount and quality of the collaboration, two important results were revealed. First, about half of the respondents reported spending less than an hour collaborating weekly with their cooperating teacher in various contexts. Second, certain classroom practices of the cooperating teachers were found to be significantly associated with whether they spent more or less than an hour collaborating with their student teachers, and were significantly correlated in most cases. This explicit linkage suggests that the classroom practices of cooperating teachers may extend to the mentoring approach they take when working with student teachers. Suggestions for teacher education programs and cooperating teacher support are shared. 相似文献
6.
Hyun-Woo Lim 《Teaching and Teacher Education》2011,27(6):969-981
This study utilizes a concept mapping method to explore the underlying structure and dimensionality of Korean student teachers’ autobiographical reflections on their professional identity formation. Participants consist of 90 students enrolled in bachelor’s and master’s degree programs in English teacher education. The study results imply core concepts (backgrounds for career pursuit, conceptualizations of a good English teacher/teaching, and confidence/aspirations) that constitute professional identity development of Korean EFL student teachers. Dimensionality analysis suggests that the impetus for guiding student teachers’ professional development is their knowledge and experiences related to teacher qualities and teaching practices. 相似文献
7.
Anne T. Estapa Julie Amador Karl W. Kosko Tracy Weston Zandra de Araujo Rachael Aming-Attai 《Journal of Mathematics Teacher Education》2018,21(4):387-415
Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed. 相似文献
8.
This paper describes a study of 28 student‐teachers during a three‐week practicum in which participating students were asked to keep an unstructured journal describing their experiences and reactions to the practicum. The paper examines the perceptions that these students had of the supervision provided by their cooperating teachers. It identifies four distinct styles of teacher supervision, ranging from neglectful practices which alienate students from the practicum experience, to collegial practices which prove to be empowering. The paper concludes that supervision which is collegial is more likely to facilitate the professional growth of student‐teachers and enhance reflective action. 相似文献
9.
This study analyzed questionnaire and interview data on teachers' practices and perceptions with respect to test preparation. Questionnaire respondents were asked to rate the ethicality of various test-preparation practices and indicate the extent to which they utilize these practices in their instruction. On the basis of questionnaire results, interviews were conducted with a smaller sample of teachers to determine their views on the appropriateness of particular test-preparation practices, and to determine the factors affecting teacher perceptions about a given activity. Contrary to previous empirical work, questionnaire results indicated that neither use of a given practice nor teacher perceptions of the ethicality of the practice vary across levels of student achievement. On the other hand, consistent with previous empirical work, both use and perceptions varied across grade-level configuration. Estimates of the prevalence of particular teacher practices and perceptions were obtained and compared with those from the literature. In addition, dimensions of teacher reasoning were explored, indicating that when considering the appropriateness of a given practice, teachers consider the following factors: score meaning, learning, the potential for raising student scores, professional ethics, equity, and external perceptions. 相似文献
10.
Peter Burridge 《Educational studies》2014,40(5):571-589
Understanding teachers’ pedagogical choice provides a new insight into the influences on student achievement. This paper presents a sociological framework developed from the work of Pierre Bourdieu and Anthony Giddens that identify the complex social interactions which surround teacher’s work. The framework examines teachers’ potential to act knowledgeably and intentionally and how this action also leads to unintended consequences of those actions. This is important, as both the intentional action and the associated unintended consequences affect the teacher’s classroom practice and the learning of students. Application of the framework to examine the influences on teachers’ pedagogical choice is presented through two school case studies from Victoria, Australia. The environment that encourages teachers to actively review their teaching practice is revealed. It was through reflective collaborative discussions that teachers reviewed their current classroom practices and trial or implement different pedagogies to enhance the learning of young people in their classrooms. 相似文献
11.
The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest 
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下载免费PDF全文 This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017 相似文献
12.
Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers’ undergraduate performance, as measured by GPA (overall, math, and math education) and course hours (math and math education), is predictive of 5th grade math achievement. The effects of the teacher characteristics are mediated by years of experience and vary according to student types. 相似文献
13.
In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies that they used while reading. The achievement of their students was compared with the achievement of students whose teachers participated in the ongoing professional development but who were not coached. Results indicate that the coached teachers changed their instructional practices and that student achievement improved as a result. 相似文献
14.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
15.
Teacher–student trust is associated with the social and emotional development of students, their school connectedness and engagement, and their academic achievement. However, few studies have examined how trust develops between teachers and students in ninth grade, a critical year in high school for students to start off on-track. Even less research has examined how teacher–student trust develops from the perspective of students to help identify specific teacher classroom practices that are effective at doing so, particularly at the start of the school year when students’ relationships and connections to high school are just beginning to take shape. Drawing on data from a longitudinal, qualitative study of ninth-grade teacher–student relationships in one neighborhood public high school in Chicago, this study highlights three critical classroom practices that appear particularly effective for helping to build trusting teacher–student relationships during the first 10 weeks of high school. Highlighting the perspectives and insights of ninth grade students, this analysis finds that (1) the priority that teachers place on specific classroom practices, and (2) the timing of when these practices are used by teachers, are both critical in establishing teacher–student trust—an essential ingredient in helping ninth grade students gain important social and school connections during their transition to high school. By highlighting the voices of ninth grade youth, this study provides valuable insights for educators aiming to use specific classroom-based practices that are essential for helping ninth grade students make valuable school connections and get on-track right from the start of the year.
相似文献16.
Flexibility in problem solving has been widely recognized as an important skill for students' mastery of mathematics. Here we utilize the Opportunity-Propensity framework to investigate student characteristics, teacher characteristics, and teacher instructional practices that may be associated with students' gains in flexibility in algebra. Teacher and student data were collected from 8th and 9th grade Algebra I teachers in Massachusetts as part of a larger study on the impact of a researcher-developed year-long supplementary curriculum that focused on improving students' flexibility. We explore student demographics, teacher background characteristics and teacher instructional practices as predictors of student gains in flexibility. We further investigate instructional practices associated with flexibility gains through an analysis of teacher questioning in the classroom for teachers whose students achieved the greatest gains in flexibility and those whose students achieved the least gains. Our results indicate that prior knowledge is a reliable predictor of flexibility gains and that gender is an important student background characteristic associated with the development of flexibility. In addition, although high and low gain teachers did not differ in their implementation fidelity, high flexibility gain teachers asked more open-ended questions that prompted students to verbalize the main ideas of the lesson. 相似文献
17.
This article reports on a study conducted in a graduate teacher research class with elementary and secondary classroom teachers. Wanting to create a collaborative environment in which their students could use language to support each other's learning, the instructors formed discourse groups. The article introduces a theoretical framework for discourse groups and using examples from the groups, presents a methodology for analyzing the social practices reflected in the teachers’ talk. It concludes with a discussion of the nature of the discourse that supported (and in some cases did not support) the re-storying of teachers’ knowledge. 相似文献
18.
Katherine L. McNeill Diane Silva Pimentel Eric G. Strauss 《International Journal of Science Education》2013,35(15):2608-2644
Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers’ use of a year-long high school urban ecology curriculum and how teachers’ self-efficacy, instructional practices, curricular enactments and previous experience impacted student learning. Data sources included teacher belief surveys, teacher enactment surveys, a student multiple-choice assessment focused on defining and identifying science concepts and a student open-ended assessment focused on scientific inquiry. Results from the two hierarchical linear models indicate that there was significant variation between teachers in terms of student achievement. For the multiple-choice assessment, teachers who spent a larger percentage of time on group work and a smaller percentage of time lecturing had greater student learning. For the open-ended assessment, teachers who reported a higher frequency of students engaging in argument and sharing ideas had greater student learning while teachers who adapted the curriculum more had lower student learning. These results suggest the importance of supporting the active role of students in instruction, emphasising argumentation, and considering the types of adaptations teachers make to curriculum. 相似文献
19.
This study examined the role of teachers’ personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student’s behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout. Overall, the results revealed that teachers’ ratings were significantly predicted by their psychopathology symptoms and to a lesser extent by their personality traits and burnout levels. Student and teacher demographic characteristics were also predictive of teacher ratings. Since teachers are among the primary informants of students’ mental health, the results of this study pose the need to take into consideration teachers’ individual characteristics, when their ratings are critically evaluated during a student’s referral process. 相似文献
20.
Jamie N. Mikeska Tamara Shattuck Steven Holtzman Daniel F. McCaffrey Nancy Duchesneau Yi Qi 《International Journal of Science Education》2013,35(18):2594-2623
ABSTRACTIn order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed. 相似文献