共查询到20条相似文献，搜索用时 31 毫秒
1.
Franklin L. Burdette 《The Educational forum》2013,77(3):339-341
High-stakes standardized student assessments are increasingly used in value-added evaluation models to connect teacher performance to P–12 student learning. These assessments are also being used to evaluate teacher preparation programs, despite validity and reliability threats. A more rational model linking student performance to candidates who actually teach these students is presented. Preliminary findings with three candidate cohorts indicate that the majority of their students met learning objectives and showed substantial pre-to-post learning gains. 相似文献
2.
Gaustad M 《Journal of deaf studies and deaf education》1999,4(3):176-190
This study follows graduate interns and their cooperating teachers through a collaborative student teaching experience in D/HH and hearing classrooms at the same grade level. Teacher teams, enrolled in a graduate course on collaboration, designed and conducted collaborative instruction (K-junior high school level), which focused on cooperative learning activities. Measures included student evaluations and separate intern and teacher evaluations of student performance, the integrated instructional units, and professional collaboration. Student evaluations included positive responses to integrated instruction by both groups, though there was more trepidation expressed by some D/HH students. Teachers reported very positive outcomes for all students including increased motivation to learn about and to interact with the other group and, for D/HH students, an increase in socially and academically appropriate behaviors. Specific student needs for training prior to integrated experiences were noted. Teachers stressed the importance of topic selections that would involve the expertise of all participants equally, needs for teacher in-service training and, administrative support for collaborative planning. 相似文献
3.
Ron Owston Herb Wideman Janet Murphy Denys Lupshenyuk 《The Internet and Higher Education》2008,11(3-4):201
This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity for learning on the job and collaborating with other teachers, and they influenced teacher classroom practice moderately and affected student learning to a limited extent. Our study supports the contention that blended learning is a viable model for teacher professional development. 相似文献
4.
The National Center for Educational Statistics (NCES, 2010) continues to report substantial underachievement of diverse student populations in the nation's schools. After decades of focus on diversity and multicultural education, with integrating field and clinical practice, candidates continue to graduate without adequate knowledge, skills and dispositions to teach diverse students. The National Council of Accreditation of Teacher Education (NCATE) requires teacher education programs to engage in assessment practices that examine candidates' competence to teach diverse students and to inform the unit. In this article the authors discuss the need to triangulate the results of performance-based assessment and to systematically examine the growth of candidates' competence to teach every student. They propose a rigorous and systematic unit (i.e., teacher education program unit) assessment practice, using reliable and valid instruments to measure candidates' efficacy to teach diverse students, which will provide effective data for teacher education programs to become proactive to improve programs. 相似文献
5.
《Journal of research on educational effectiveness》2013,6(3):209-249
Abstract As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices. 相似文献
6.
Although ample literature exists regarding the effectiveness of faculty development (FD) activities, there is a gap in the literature synthesizing its outcomes. This review, using a predetermined review protocol, analyzed 22 publications on FD for teacher educators using Kirkpatrick’s training evaluation taxonomy. We found that North American universities provide the most empirical evidence about FD activities, focusing on technology integration in teaching and pedagogical skill improvement. Formal programs, such as serial workshops and developmental relationship, were reported with high frequency, compared to self-directed learning and organizational development activities. Empirical research was heavily based on self-reported, qualitative data and emphasized individual-level outcomes. There is a lack of information regarding the impact of FD activities for teacher educators on subsequent student learning or the downstream effect on school systems. Similarly, institutional involvement in FD remains largely unexplored. We conclude with robust recommendations for research and practice. 相似文献
7.
Carol Lynn Patrick 《Assessment & Evaluation in Higher Education》2011,36(2):239-249
The purpose of the current study was to examine whether the Big Five personality traits and expected student grades relate to student evaluations of teachers and courses at the college level. Extraversion, openness, agreeableness and conscientiousness were found to be personality traits favoured in instructors, whereas neuroticism was not. A significant correlation was found between the students’ expected grades in the course and student evaluations of the course, but not the evaluations of the instructor. When the effect of students’ perceived amount of learning was taken into account, no significant effect of grades was found on teacher ratings. Personality explained variance in teacher and course evaluations over and above grades and perceived learning. 相似文献
8.
Mary M. Brabeck Carol Anne Dwyer Kurt F. Geisinger Ronald W. Marx George H. Noell Robert C. Pianta 《理论付诸实践》2016,55(2):160-167
Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of program effectiveness that have potential for both informing the public and providing useful data for programs to continuously improve: (a) outcome data from PreK–12 student academic growth as assessed by standardized tests; (b) teacher performance as evaluated by valid and reliable observational instruments; and (c) judgments of graduates, their PreK–12 students, and those who hire teachers as gauged by surveys. Although no technique of data collection and analysis is perfect, this report provides directions for teacher educators who seek to continuously improve their programs. 相似文献
9.
In this case study, we examine the consequential validity of using edTPA in a social justice-oriented, urban teacher preparation program. According to the developers of edTPA, a primary purpose is to support teacher candidate learning, yet our analysis suggests that edTPA does not support learning when used during student teaching. Our 16 participants, who are primarily teacher candidates of color and many first-generation college students, and who all passed edTPA, unanimously indicated that edTPA increased their mental and financial stress, which they linked to design elements including high stakes, standardization, and external scoring. Participants also critiqued the construct of teaching represented in edTPA, arguing that dispositions and a social justice orientation are missing and that edTPA is more about following procedures than supporting candidate learning. Moreover, edTPA encouraged inequitable practices, including focusing on high-achieving classes and selecting curricula based on scoring procedures instead of student need. Overall, our analysis indicates that there is not strong consequential validity evidence to support the use of edTPA as an assessment during student teaching, particularly in social justice-oriented programs, yet suggests edTPA could be a useful tool if stakes and proceduralism are reduced and scoring is conducted locally. 相似文献
10.
The development and use of assessment systems to measure the performance and progress of teacher candidates and inform the continuous improvement of teacher education programs has been a longstanding priority in teacher education for the past 30 years. Teacher educators in the School of Education at a small public midwestern university revised and improved their assessment system by developing seven Embedded Signature Assessments (ESAs). ESAs are formative performance assessments that are implemented in professional education courses to measure a teacher candidate’s performance prior to student teaching and readiness for student teaching. This article describes the development and implementation of ESAs at one university, with attention to the benefits and challenges. 相似文献
11.
Stephen J. Hegedus John Tapper Sara Dalton 《Journal of Mathematics Teacher Education》2016,19(1):7-32
In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on student learning of Algebra 2 content. Conditional measures (teacher background characteristics) and instructional measures (self-reported instructional preferences, stances, and classroom practices) were subjected to a variety of empirical analyses to discern their relationship to student learning. Researchers examined both the overall effect of teacher contextual variables on student learning and the specific effect of SimCalc on both teacher instructional measures and student performance. There is evidence to support that teachers who use the SimCalc curriculum value classroom communication, deep understanding of math concepts, and support for both routine and non-routine problems. 相似文献
12.
With teacher quality repeatedly cited as the most important schooling factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs and student achievement on state reading and math tests. Using a novel methodology that allows teacher training effects to decay, we find that training institution indicators explain a statistically significant portion of the variation in student achievement in reading, but not in math. Moreover, there is evidence that graduates from some specific training programs are differentially effective at teaching reading than the average teacher trained out-of-state and that these differences are large enough to be educationally meaningful. 相似文献
13.
Joe W. Burden Samuel R. Hodge Camille P. O'Bryant Louis Harrison 《Quest (Human Kinetics)》2013,65(2):173-189
In this paper, we advocate infusing diversity training across physical education teacher education (PETE) programs and curricula (DeSensi, 1995). Specifically, we call for PETE programs to provide curriculum content and professional socialization experiences that enhance intercultural sensitivity to better prepare novice teachers for working effectively with students of various cultures and ethnicities (DeSensi, 1995; Hodge, 2003). We discuss (a) changing demographics in society and schools with implications for preparing teachers, (b) moving from ethnocentricism to ethnorelativism of intercultural sensitivity, (c) implementing NCATE diversity initiatives, (d) infusing diversity training in PETE programs, and (e) understanding physical activity and sport participation patterns of a diversity of learners and athletes. We also provide some closing arguments for implementing diversity training in PETE programs. 相似文献
14.
Frances C. Welch Robert E. Pitts Kristine J. Tenini Michael G. Kuenlen Sarah G. Wood 《The Teacher Educator》2013,48(3):179-201
Teacher preparation programs are required by the National Council for Accreditation of Teacher Education (NCATE) to assess the knowledge, skills, and dispositions of teacher candidates. Dispositions and the personal values that support them are defined differently by NCATE and other experts in the fields of education and business. In order to better understand dispositions the researchers examined the relationships between the personal values and dispositions of teacher candidates and successful teachers. Using the Rokeach Value Scale, results showed significant relationships between values and dispositions for teacher candidates and successful teachers. 相似文献
15.
Katherine M. Kapustka Penny Howell Christine D. Clayton Shelley Thomas 《Equity & Excellence in Education》2013,46(4):489-505
A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term “social justice” in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included “social justice” within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology. 相似文献
16.
Determinants of teaching quality: What's important to students? 总被引：7，自引：0，他引：7
A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current
methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations.
An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course
ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test
whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation
in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent
of the explained variation in course ratings was associated with attributes that measure how much a student learned in the
course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for
developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed. 相似文献
17.
A nation-wide measurement of competencies in teaching training programs was carried out in order to find suggestions for optimizing university study programs for students on teacher training programs in the subject of physical sciences. 430 physical science teacher training students were surveyed using a standardized test, which covered knowledge of physical sciences, didactic knowledge for physics, general pedagogic knowledge, beliefs and motivations. This contribution, firstly, compares the competencies of students of teacher training colleges with the competencies of students of teacher training in universities. Parallel investigations have already found that the students of different training programs also differ in their performance. The resulting differences are then analyzed using regression models in an attempt to find the determinants of subject-related competencies in teacher training programs. The findings point to the significance of individual personality characteristics and the amount of time spent on learning opportunities in the university. The article closes with a discussion of the implications for optimizing teacher training programs. 相似文献
18.
Andrew J. Hobson 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):245-261
This article reports findings from a small-scale study of secondary student teachers' evaluations of one-year, postgraduate initial teacher training (ITT) programmes in England [1]. Data were collected via in-depth interviews with 16 student teachers and self-complete questionnaires completed by 224 student teachers from four training courses in central and northern England. The findings suggest that, in line with studies conducted prior to the shift towards school-based training in the early 1990s, some student teachers today remain unconvinced about the utility of ‘theoretical’ components of their training courses. The author examines what some student teachers mean and understand by ‘theory’, suggests a three-fold typology of student teachers, relating to their approaches to learning to teach, and considers some implications for the tutoring process in ITT. 相似文献
19.
Rodney Earle 《TechTrends》2000,44(3):53-57
AECT is a committed partner with NCATE in its belief that every child in America has the right to be taught by a well-prepared, qualified teacher. AECT, always a strong proponent of accreditation and licensure, has been a strong ally and supporter of NCATE for over thirty years. In recent action, AECT’s Board of Directors reaffirmed its commitment to, partnership with, and acknowledgement of NCATE as the national organization that authorizes the professional accreditation programs that produce America’s teachers and other education specialists. We call upon all such programs to seek national accreditation 相似文献
20.
This paper studies the effect of teacher gender and ethnicity on student evaluations of teaching at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Blended co-teaching allows us to study the link between student evaluations of teaching and teacher gender as well as ethnicity exploiting within course variation in a panel data model with course-year fixed effects. We document a negative effect of being a female teacher on student evaluations of teaching, which amounts to roughly one fourth of the sample standard deviation of teaching scores. Overall women are 11 percentage points less likely to attain the teaching evaluation cut-off for promotion to associate professor compared to men. The effect is robust to a host of co-variates such as course leadership, teacher experience and research quality, as well as an alternative teacher fixed effect specification. There is no evidence of a corresponding ethnicity effect. Our results are suggestive of a gender bias against female teachers and indicate that the use of teaching evaluations in hiring and promotion decisions may put female lectures at a disadvantage. 相似文献