Relevant bibliographies by topics / Adult education teachers. Teachers Performance Teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult education teachers. Teachers Performance Teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Adult education teachers. Teachers Performance Teaching"

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Antera, Sofia. "Being a Vocational Teacher in Sweden: Navigating the Regime of Competence for Vocational Teachers." International Journal for Research in Vocational Education and Training 9, no. 2 (2022): 269–93. http://dx.doi.org/10.13152/ijrvet.9.2.6.

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Context: Vocational teachers are called to constantly meet the upcoming needs in social and working life. In Sweden, the high demand for vocational teachers has led to their recruitment in the early stages of vocational teacher studies or even before teacher training. Entering this new community of practice, vocational teachers cross boundaries between their previous occupation and their teaching job, mediating the introduction of competence between them. In this context, the study explores vocational teachers' competence through their own perceptions, addressing important competence areas, as
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Siebenaler, Dennis J. "Analysis of Teacher-Student Interactions in the Piano Lessons of Adults and Children." Journal of Research in Music Education 45, no. 1 (1997): 6–20. http://dx.doi.org/10.2307/3345462.

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The purpose of this investigation was to identify and describe the characteristics of effective teaching in the piano studio. Thirteen piano teachers were videotaped with one adult student and one child student during three consecutive lessons each. An 8- to 12-minute segment showing work on a piece in progress was excerpted from each of the 78 lessons. Computerized observation procedures, designed specifically for this and related research, were used to record and analyze teacher behavior, student behavior, and lesson progress. Ten representative excerpts were evaluated by five expert piano p
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Kallenbach, Silja, and Julie Viens. "Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education." Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (2004): 58–66. http://dx.doi.org/10.1177/016146810410600107.

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This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory. The findings fall into two categories of teachers’ interpretation, MI-inspired instruction, and MI reflections. The resulting findings were that these Mi-inspired teaching approaches helped to reduce teacher directedness and increase student control and initiative; to increase the authenticity of the learning experiences; and to make learning meaningful or relevant to students. Having Mi-based learning choices made adult learners more confident about taking greater control of their own learning
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Kim, Youngjun. "The Needs of Professional Teacher-Type Qualification Convergence of Lifelong Education Professional Personnel for Individuals with Developmental Disabilities: Focusing on FGI." Korean Society of Culture and Convergence 44, no. 6 (2022): 721–52. http://dx.doi.org/10.33645/cnc.2022.6.44.6.721.

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The purpose of this study was to analyze the needs of the professional teacher-type qualification level in fostering professional human resources for lifelong education for individuals with developmental disabilities. As for the research method, FGI was applied by forming five teams for each job type targeting professors, center directors, special teachers, rehabilitation counselors, and speech language pathologists in related fields. First, it was found that the function and context of the school should be reflected in the training of professional manpower for lifelong education for individua
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Solong, Najamuddin Petta, and Luki Husin. "PENERAPAN KOMPETENSI KEPRIBADIAN GURU PAI." TA'DIBUNA: Jurnal Pendidikan Agama Islam 3, no. 2 (2020): 57. http://dx.doi.org/10.30659/jpai.3.2.57-74.

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This study aims to analyze the application of the personal competence of Islamic education teachers in Madrasah Aliyah Muhammadiyah Kota Gorontalo shown in three domains of personality competence consisting of three competency aspects, namely: acting in accordance with religious, legal, social, and national cultural norms; show an adult and exemplary person; and work ethic, sense of responsibility and pride in being a teacher. Research on this is reinforced by the results of teacher performance assessments on teacher personality competencies by the principal according to the data obtained in t
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Moreno-Crespo, Pilar, Olga Moreno-Fernández, and Encarnación Pedrero-García. "Negative Stereotypes Towards Older People. A Study with Teachers in Initial Training." Revista Electrónica Educare 26, no. 1 (2022): 1–20. http://dx.doi.org/10.15359/ree.26-1.19.

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Objective. To describe whether there are stereotypes towards older adults by the group of teachers in initial training. Method. The approach was quantitative and not probabilistic through a statistical study with university students preparing to become primary school teachers in the Spanish education system. This training profile includes adult and senior education as an additional professional opportunity. The sample (n=110) has been selected among students of the Primary Education Degree. We have applied the Negative Stereotype Questionnaire for the Elderly (CENVE) and the Educational Stereo
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KAZACHINER, O. "METHODOLOGICAL APPROACHES TO RESEARCHING THE PROBLEM OF PHILOLOGY TEACHERS’ INCLUSIVE COMPETENCE DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 20 (November 22, 2017): 124–28. http://dx.doi.org/10.33989/2075-146x.2017.20.209785.

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The methodological concept of philological disciplines teachers’ inclusive competence development in the system of postgraduate education is considered.Understanding of the essence of philological disciplines teachers’ inclusive competence development is determined by the main approaches to its research, which include: systemic, humane, andragogical, axiological, subject, team, acmeological and competence.The systemic approach allows to consider philological disciplines teachers’ inclusive competence development on the principles of unity of theory and practice, integrity and interconnection o
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Brooms, Derrick R. "Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School." Teachers College Record: The Voice of Scholarship in Education 119, no. 11 (2017): 1–46. http://dx.doi.org/10.1177/016146811711901102.

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Background/Context A good deal of research has been written about the problems and challenges facing Black male youth in their educational endeavors, ranging from academic performances, aspirations, and outcomes to student–teacher relationships, social experiences, and identity development. Statements calling for more Black male teachers abound in current educational discourse, and a number of studies have focused on their experiences in teaching, their pedagogical practices, and their role within the school setting. However, little attention has been given to how Black male students experienc
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Ariem, Jennifer Garingarao, and Esmen Macadaan Cabal. "Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance in The Secondary Public Schools of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 10 (2021): 951–59. http://dx.doi.org/10.11594/ijmaber.02.10.13.

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This research was conducted to determine the relationship of Science teachers’ teaching styles and the students’ learning styles and academic performance. The study was conducted among the public secondary school in Subic, Zambales during the academic year 2018 – 2019. The descriptive survey research design was used where the teaching styles of eighty-five teachers and six hundred high school students. Data were analyzed using the percentage, mean and chi square test. The findings of the study revealed that the science teachers are adults with the most of them are female. The students are teen
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Narulita Dewi, Nita Sari, Neni Marlina, and Yusup Supriyono. "The Quest of Self-Directed Learning of Adult EFL Learners In Indonesian Higher Education Context." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (2022): 73–90. http://dx.doi.org/10.30762/jeels.v6i1.87.

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This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, le
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Dissertations / Theses on the topic "Adult education teachers. Teachers Performance Teaching"

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Wilson, Lizbeth Luther. "Relationships of reported state measures of performance to self-perceived teaching competence: an intrapersonal analysis of ten adult educators." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/565.

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This study investigated intrapersonal self-reported, perceived teaching competence. Each of ten adult educators� teaching competence was analysed in a qualitative/quantitative study within ten interactive teaching sessions. Self-reported influences of performance variables pertaining to perceived arousal discrepancy, effort, performance state self-esteem, and telic/paratelic metamotivational states were related to self-perceptions of teaching competence. Seven of ten adult educators demonstrated a relationship between their current state and perceived teaching competence. A higher percei
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Wilson, Lizbeth Luther. "Relationships of reported state measures of performance to self-perceived teaching competence an intrapersonal analysis of ten adult educators /." University of Sydney. Community and Behavioural Health Sciences, 2004. http://hdl.handle.net/2123/565.

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This study investigated intrapersonal self-reported, perceived teaching competence. Each of ten adult educators� teaching competence was analysed in a qualitative/quantitative study within ten interactive teaching sessions. Self-reported influences of performance variables pertaining to perceived arousal discrepancy, effort, performance state self-esteem, and telic/paratelic metamotivational states were related to self-perceptions of teaching competence. Seven of ten adult educators demonstrated a relationship between their current state and perceived teaching competence. A higher percei
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Miller, Catherine Marie 1959. "Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest th
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Pike, Freddie Raymond. "Designing a Bible teaching skills course for adult teachers." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Floyd, Tuboise D. Witte James E. "An exploratory study of the philosophy and teaching styles of Georgia workforce educators and entrepreneurship instructors." Auburn, Ala, 2010. http://hdl.handle.net/10415/2046.

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Reche, George Nkonge. "Identification of teaching competencies of adult literacy teachers as perceived by the supervisors and the teachers of adult literacy in Kenya." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135129/.

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Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions
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Serumola, Patrick Abednico. "Improving performance in higher education." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Nunes, Allison. "Inclusion Teachers' Perspectives on Coteaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5762.

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The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and specia
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Magro, Karen Mary. "Exploring English teachers' conceptions of teaching and learning in adult education contexts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ45635.pdf.

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Books on the topic "Adult education teachers. Teachers Performance Teaching"

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Rebecca, Rogers. Adult education teachers: Developing critical literacy education. L. Erlbaum Associates, 2008.

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Teaching adults: A practical guide for new teachers. Jossey-Bass, 2015.

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Reflective teaching in further and adult education. 3rd ed. Continuum, 2012.

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Teaching for faith: A guide for teachers of adult classes. Westminster/John Knox Press, 1992.

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Osmer, Richard Robert. Teaching for faith: A guide for teachers of adult classes. Pub. House, the Presbyterian Church of Korea, 1995.

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Solving the puzzle: Teaching and learning with adults. Rivercross Pub., 1994.

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1959-, Tollitt-Evans Janice, ed. Teaching in further education. B. Blackwell, 1992.

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Limited, Training Associates, ed. The Instructor's survival kit: A handbook for teachers of adults. 2nd ed. Training Associates, 1989.

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Directorate, Canada Human Rights. It's your right!: Teachers' guide for adult basic education. Dept. of the Secretary of State of Canada, 1989.

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Greive, Donald. Teaching strategies & techniques. Info-Tec, Inc., 1986.

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Book chapters on the topic "Adult education teachers. Teachers Performance Teaching"

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Minton, David. "Observing Other Teachers." In Teaching Skills in Further & Adult Education. Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_4.

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Almanee, Kholoud. "Performativity in Education and Its Impact on Saudi ELT Teachers’ Performance." In Critical Issues in Teaching English and Language Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53297-0_13.

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Bratti, Massimiliano, Giovanni Barbato, Daniele Biancardi, Chiara Conti, and Matteo Turri. "Degree-Level Determinants of University Student Performance." In Teaching, Research and Academic Careers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_10.

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AbstractAlthough features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.
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Sun, Hanqiao. "Construction of Teaching Performance Evaluation System for College Teachers Based on Data Mining." In Proceedings of the 2022 3rd International Conference on Artificial Intelligence and Education (IC-ICAIE 2022). Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-040-4_34.

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Peters, Martine, Sylvie Fontaine, and Eric Frenette. "Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?" In Academic Integrity in Canada. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_16.

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AbstractVery little is known about preservice teachers’ actions when it comes to plagiarizing and cheating in their university work. This is particularly the case in Quebec, Canada. It is important to know to what extent these students commit academic misconduct as they will ultimately become the role models who will shape future generations of learners. This chapter reports on a study of this important issue. An online questionnaire was used to survey preservice teachers (n = 573) in five Quebec universities in winter 2018. The majority of participants were between the ages of 18 to 25 and were studying to be kindergarten, primary, special education or high school teachers. The questionnaire contained items about demographic information as well as items on methods of cheating, peers’ influence, perception of control, goal of performance and engaging in studying. Preservice teachers also answered questions that were used to control for social desirability bias. Results showed that some of them reported participating in academic misconduct. Fewer participants reported cheating on exams while studying at university (15.2%) than when they were in high school (34.9%). They believe that the best ways to plagiarise on written assignment are reusing one’s previous work (47.6%), asking somebody else to do the assignment (38.6%), and collaborating with peers (37.2%) while the best ways to cheat on exams would be using hidden material (63%), looking at the neighbour’s copy (55.7%) and using electronic devices (31.9%). Four interpretations for the preservice teacher actions are given: they commit academic misconduct because they want to succeed, because they have poor studying habits which lead them to make poor decisions, because of the cheating culture in which they evolve, and because of the cheating patterns they develop. Recommendations for teacher education programs conclude the article.
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Griffin, Patrick, Esther Care, Pam Robertson, Judith Crigan, Nafisa Awwal, and Masa Pavlovic. "Assessment and Learning Partnerships in an Online Environment." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch021.

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This chapter shows how the online environment is used to promote quality teaching within a research project conducted by the Assessment Research Centre at the University of Melbourne. The project investigates how teacher teams use assessment data to inform teaching decisions and extensive efforts are made to check their learning through performance assessment procedures that monitor their discipline and pedagogy skills development. Teachers from the project are involved in a professional development course. The ways in which they adopt the knowledge, skills, and attitudes addressed by the course are tracked, along with assessment data from their students. The online environment is used to deliver the professional development course and to deliver online assessments for students and teachers. The authors are careful to ensure that the online experience for both teachers and students reinforces the ideas of the project. These include the notions of developmental approach rather than deficit, evidence rather than inferential decision making and collaboration rather than isolation.
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Smith, Rob, Vicky Duckworth, and Alan Tuckett. "Transformative teaching and learning and education leadership." In Transformative Teaching and Learning in Further Education. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447362326.003.0007.

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Chapter 6 explores the implications of the research findings for the ways in which leadership and governance play out and are typically conceptualised in further (and to a lesser extent adult) education settings. As part of this, we critique the recent Area Reviews and discuss what they tell us about the breakdown of the architecture of further and adult education. Rather than viewing leadership as the psychological characteristic or property of individuals in senior positions, this chapter conceptualises it as a characteristic of the actions of staff at all levels within colleges. To illustrate this, we draw on teachers’ accounts from the project, showing how a transformative educational experiences depend on teachers building relationships with students in a co-produced differential space that is actively distanced from and buffered against the destructive effects of funding, accountability and performance-driven cultures. Leadership, as the enabled agency of all staff in a further and adult education provider, is necessary if the conditions conducive to transformative teaching and learning are to be met.
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Bramer, Sara. "Reflexive Teaching." In Adult Education Teachers. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-7.

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Bramer, Sara. "Reflexive Teaching." In Adult Education Teachers. Routledge, 2020. http://dx.doi.org/10.4324/9781003064534-7.

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Omurtag, Janet. "Ethics and English Teaching." In Adult Education Teachers. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-13.

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Conference papers on the topic "Adult education teachers. Teachers Performance Teaching"

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Zhao, Liman, and Xiaoyun Chen. "Analysis on the relationship between teaching style and teaching performance of College Teachers." In 2016 International Conference on Humanity, Education and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/ichess-16.2016.99.

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Ereje, Betty Rojas, and Silvia Catalan Ambag. "Teachers’ Performance and Students’ Learning Outcome in the North Cluster, Division of Cavit." In International Conference on Teaching and Science Education. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/ictase.v1i1.19.

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Yenti, Happy Fitria, and Syaiful Eddy. "The Influence of Teachers on Teaching Performance and the Conduct of Leadership." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.173.

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Ulfa, Siti Maria, Edi Harapan, and Tahrun. "School Principal’s Strategies to Improve the Teaching Performance of Elementary School Teachers." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.157.

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Wan, Chao, and Feng Jin. "Research and Practice on the Teaching Performance Evaluation System of University Teachers." In 6th International Conference on Education Reform and Modern Management (ERMM 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.037.

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Du, Shiran. "What Teaching Methods Can Be Used by piano Teachers to Improve Learning Outcomes of Child and Adult Beginners?" In 2021 International Conference on Education, Language and Art (ICELA 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.020.

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Vuokko, Riikka, and Pia Berg. "Experimenting with extreme Teaching Method - Assessing Students’ and Teachers’ Experiences." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3133.

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During the course Implementation of Information Systems in Organizational Context we experimented with a reflexive and participative teaching method called eXtreme Teaching. This method proposes a consideration for values, such as respect, communication, feedback, courage, and simplicity, in teaching. We wanted to experiment with an informal teaching method to gain more interaction. During the course, an openly discursive atmosphere was achieved through careful planning and spontaneous performance. In this article, we propose an approach that successful learning experiences are not achieved on
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Jain, Kamlesh Kant. "CORRELATION BETWEEN THEORETICAL PEDAGOGICAL KNOWLEDGE AND TEACHING PERFORMANCE OF NEWLY RECRUITED TECHNICAL TEACHERS OF WESTERN REGION OF INDIA - A CASE STUDY." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.010.

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Alejandra Sorto, M. "The statistical performance in a comparative study between central American teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08606.

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The statistical performance on an instrument used to compare teachers’ knowledge in two Central American countries is examined. The hypothesis is that there are differences in the performance of statistics items given that one country has a higher allocation of resources for education and higher level of teacher preparation in statistics. A total of 250 third and seventh grade teachers, and primary pre-service teachers were surveyed from randomly selected schools in both countries. Results show that there are significant differences between countries for items measuring graphical comprehension
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Al-Maawali, Wafa. "Affordances in Educational Technology: Perceptions of Teachers and Students in Oman." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4916.

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Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated fr
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Reports on the topic "Adult education teachers. Teachers Performance Teaching"

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. Ther
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, e
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o
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