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1.
Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement. 相似文献
2.
Teachers make a difference in student academic growth. Students from low-income, minority communities attend schools with
less resources and less qualified teachers than students in wealthier communities. The Race to the Top (RTTT) policy by the
U.S. Department of Education has attempted to address the achievement gap based on SES and the disparity in the quality of
teachers between communities. The policy stipulates that teacher effectiveness be determined, in significant part, by student
growth measures and supplemented with multiple observation-based assessments. The emphasis placed on student outcomes to indicate
teacher effects has served to link teacher evaluations with teacher effectiveness. This review article examines the reported
benefits and critical responses to the use of a prominent student growth measure, the Education Value-Added Assessment System
(EVAAS), in terms of its implementation as an evaluation tool of teacher effectiveness in low-income, minority schools. Models
of observational teacher evaluations, taking into consideration common attributes of effective teachers in low-income schools,
are presented as supplemental measures to provide more in-depth information to interpret value-added analyses and to minimize
possible misinterpretation of student growth data or the misclassification of teachers’ effectiveness for teachers in low-income
schools. Information obtained from a combination of evaluation measures can be used to identify both effective and ineffective
teachers, to target areas in need of improvement to increase teacher effectiveness, and to make decisions concerning the equitable
distribution of effective teachers, especially for students who are most in need. 相似文献
3.
Current education reforms have increasingly advocated schools to create facilitative organizational conditions to promote teacher learning. However, limited research has examined the effects of different aspects of school organizational conditions on teacher professional learning in China. Using a sample of 339 primary and secondary school teachers in Shanghai, this study examined the effects of three aspects of school organizational conditions (i.e., learning-centered leadership, learning opportunities, and cultural barriers) on teacher professional learning in China, with a particular focus on the mediating role of teacher self-efficacy as an important psychological condition. The results showed that two aspects of school organizational conditions (i.e., learning-centered leadership and learning opportunities) had significant and positive effects on teacher learning. Teacher self-efficacy significantly mediated the effects of both learning-centered leadership and cultural barriers on teacher professional learning. Practical implications are also discussed. 相似文献
4.
Teacher evaluation instruments frequently fail to support teacher growth and improvement—particularly in critical constructs surrounding pedagogical content knowledge that promote student growth and achievement. The current study details the development and validation of the Teacher Intentionality of Practice Scale (TIPS), an observational protocol designed to measure intentional teaching practices and provide support for teacher growth over time. Findings suggest that TIPS provides a valid and highly reliable research-based teacher observational instrument that also serves as a professional development model to help scaffold the growth and improvement of K-12 educators. This paper details the theoretical foundations of TIPS, reports reliability and validity measures (including both Exploratory and Confirmatory Factor Analyses), and discusses applications and implications of TIPS for teacher evaluation and professional development. 相似文献
5.
Teacher education in Ethiopia has undergone multiple reforms, yet primary students still struggle to learn to read. The USAID-funded Reading for Ethiopia's Achievement Developed - Technical Assistance project aimed to reform the primary school curriculum and teacher education to improve instructional approaches to teaching reading and writing. We examine the process and effectiveness of the project's pre-service teacher education component. Impacts on teacher educator pedagogywere observed at Colleges of Teacher Education, including less lecturing and greater use of student-centered teaching and learning approaches. Sustainability depends on the government's efforts to invest in long-term solutions and promote student-centered pedagogy. 相似文献
6.
The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement strategies like school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level. 相似文献
7.
Simone White 《师资教育杂志》2019,45(2):200-213
Teacher educators are an occupational group currently experiencing increased scrutiny by international policy makers and researchers alike. This occupational group however is increasingly difficult to define and identify in a complex, internationally changing teacher education policy reform environment. The question posed is an enduring one: who is a teacher educator? The answer is more complicated. To better understand this occupational group, a literature review and local policy analysis study using the Australian context was conducted to reveal more about their identity; career trajectories and; professional learning needs. Analysis revealed that three sub-groups belonging to the broader teacher educator occupational group have emerged as a result of shifting teacher education policies. Namely, university-based; school-based and community-based teacher educators, each with an important role to play and each positioned differently within the research and policy landscape. Findings suggest that all three groups are important to educating teachers across their career and to best meet the needs of all students for new times. Recommendations are made for future research and practice into how these groups can work collectively together, within and across the multiple sites of learning to teach. 相似文献
8.
Tom Power Robina Shaheen Mike Solly Clare Woodward Sonia Burton 《Curriculum Journal》2013,24(4):503-529
In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh. 相似文献
9.
This study examined the impact of the 2+2 Alternative Teacher Performance Appraisal System that has been implemented in Shanxi province in China. A mixed research design was used to evaluate the program. Six high schools and a total of 78 teachers (13 teachers in each school) in Shanxi province were selected. Three of the schools participated in the 2+2 program while another three served as the comparison. The results showed that 2+2 program significantly improved teachers’ professional performance, enhanced teachers’ collaboration, and increased the feedback between the peers. 相似文献
10.
论教师奖惩性评价与发展性评价的融合 总被引：5，自引：0，他引：5
教师评价是教师管理工作中的重要一环。依据评价结果、用途的不同，可以将中小学教师评价分为奖惩性评价与发展性评价。这两种不同取向的教师评价的最终目的都是为了通过加强教师队伍建设，来提高学校的教育教学质量；无论从理论上还是从实践上分析，两种取向的教师评价都可以实现融合。 相似文献
11.
Teacher attrition is one of the driving contributors to the shortage of effective teachers internationally and in the United States. The common factors that spur teachers worldwide to leave the profession include low salaries, quality of teacher preparation programs, overwhelming workload, and poor working conditions. In this study, we analyzed three years of Arizona public schools’ teacher retention data and quantitative and qualitative working conditions survey data to understand the relationship between attrition patterns, perceived working conditions at their schools, and the characteristics of the schools where they were employed. We compared attrition rates in schools with different student demographic compositions and related these differences to working conditions as perceived by teachers in these schools. We found that schools where teachers rated their working conditions as more satisfactory had lower attrition rates and also were schools with higher rates of low-income and/or minority students. This findings support the hypothesis of working conditions being a mediating factor in the interplay between school demographics and teacher attrition. We document patterns of teacher retention rates across schools with different student demographics and discuss implications for policy. 相似文献
12.
ABSTRACTThe Teacher Rotation Policy (TRP) is a recent teacher policy developed in the context of China. TRP seeks to close China’s teacher quality disparities through rotating ‘high-quality’ urban schoolteachers to teach in hard-to-staff rural schools for a period of time. This qualitative case study examined how five policy actors carried out TRP in one rural county from 2012 to 2015. Guided by a sensemaking perspective, the study generated interview and observational data over three months of ethnographic fieldwork in 2016. The analysis of the data revealed high administrative expenses as well as unintended consequences of rotating teachers across schools. Three sensemaking strategies, namely using argumentation techniques, tailoring policy incentives, and leveraging cultural logics have emerged from the participants’ efforts at enacting this policy. These research findings suggest implications for the efficacy and effects of teacher rotation for equalising teacher workforce in China and internationally. 相似文献
13.
Monica Taylor Jennifer Goeke Emily Klein Cynthia Onore Kristi Geist 《Teaching and Teacher Education》2011,27(5):920-929
This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures. 相似文献
14.
Anbang Xie 《Frontiers of Education in China》2006,1(2):201-211
Teacher education in China has entered an important period of transformation which requires institutional innovation and systematic
construction. Teacher education institutions should be gradually reshaped to meet the needs of elementary and secondary schools
that are run on an autonomous basis. A system of teaching qualification certification and teacher education institution accreditation
should be established. Further, a system of curriculum appraisal of teacher education as well as the performance assessment
of teacher education institutions should also be set up. In the meantime, making corresponding policies is necessary to accommodate
the reform and development of teacher education.
__________
Translated from Educational Research, 2004:9 相似文献
15.
Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring student-teacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the ‘ethic of care’ is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning. 相似文献
16.
Tanzanian teachers have been criticised for a variety of behaviours such as absenteeism, lack of preparation and rote-teaching. This paper introduces an analytical framework that attempts to provide explanations for these behaviours by locating Capability Approach concepts within a Critical Realist theory of causation. Qualitative data from three primary schools will contextualise this framework and demonstrate how criticised practices are often a product of teachers contending with capability constraint. By reframing teacher actions this way it is hoped that a more nuanced understanding of teacher performance might be had, which may enhance measures aiming to improve it. 相似文献
17.
Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision making. In one group, group members had different preferences, which led to balancing elaboration and decision making. The other group, however, did not engage in these processes in a conscious way, leading to an arduous research process. We contend that a balanced approach, alternating elaboration and decision making, is desirable. 相似文献
18.
This paper analyzes the relationship between teacher evaluation policies in Chile and Uruguay, teacher professional development, and teacher performance effectiveness. The analysis tries to understand the extent to which the existing processes for teacher evaluation stimulate an improvement in the quality of teaching. The comparison of two national cases with similar educational results but radically different educational policies allows the authors to take a close look within the ‘black box’ of educational policy-making. The paper is based on in-depth analysis of the PISA survey to heads of schools and in-depth interviews with teachers, heads, and key informants. The paper finds that policies aiming to strengthen teacher development and teacher performance through teacher evaluation cannot be understood in dichotomist ways; lack of attention to teachers’ perspectives and unintended effects of policy implementation can lead to marginal effects. Uruguay, where teacher evaluation policies have weak practical effects, has managed to obtain similar educational results to Chile. However, the experience of Chile shows that teacher evaluation can have an effect on teacher professional development and, in the long run, this may have an effect on the quality of teaching and student results. 相似文献
19.
ABSTRACTTeacher professional learning is shaped by multiple contexts in a complex way. Previous studies mainly focused on teacher learning in school-based contexts, and rarely explored how teachers learn across schools and in other situations. Adopting the framework of boundary crossing learning, this study examined the processes of teachers’ professional learning when they participated in Master Teacher Studios in mainland China. Through the qualitative case study approach, this study summarised four learning mechanisms: seeking common ground and reserving differences, growing through formal and informal coordination, exposing the gap and reflecting one’s limits, and transforming practices that incorporate one’s teaching ‘soul’. Further, intrapersonal, interpersonal and institutional factors that contribute to teacher learning as boundary crossing are discussed. 相似文献