Relevant bibliographies by topics / Student teaching. Student teachers

Contents

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

Academic literature on the topic 'Student teaching. Student teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Student teaching. Student teachers"

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Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (2013): 63–79. http://dx.doi.org/10.1177/0022429412474314.

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In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post
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Colson, Tori, Kelly Sparks, Gina Berridge, Renee Frimming, and Clarissa Willis. "Pre-service Teachers and Self-Efficacy: A Study in Contrast." Discourse and Communication for Sustainable Education 8, no. 2 (2017): 66–76. http://dx.doi.org/10.1515/dcse-2017-0016.

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AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of
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Zeichner, Kenneth, and Daniel Liston. "Teaching Student Teachers to Reflect." Harvard Educational Review 57, no. 1 (1987): 23–49. http://dx.doi.org/10.17763/haer.57.1.j18v7162275t1w3w.

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Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching progr
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Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (2020): 30–47. http://dx.doi.org/10.33499/edren.v8i1.137.

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Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed
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Xhaferi, Brikena. "The impact of quality teaching on student achievement." Contemporary Educational Researches Journal 7, no. 4 (2017): 150–57. http://dx.doi.org/10.18844/cerj.v7i4.2717.

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Institutions seek out the best teachers, because quality teaching is an important factor in student achievement. It is related to the knowledge, beliefs, attitudes and dispositions that teachers bring into their profession. The South East European University strives for the highest quality in every faculty and department and sees quality improvement as an individual and collective responsibility. The university supports effective staff performance through announced and unannounced observations, student and staff evaluations, and internal and external opportunities for professional development
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Gershenson, Seth. "Linking Teacher Quality, Student Attendance, and Student Achievement." Education Finance and Policy 11, no. 2 (2016): 125–49. http://dx.doi.org/10.1162/edfp_a_00180.

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Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers’ potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance,
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Stobaugh, Rebecca, and Margaret Gichuru. "Co-Teaching Practices During Student Teaching." Educational Renaissance 5, no. 1 (2017): 53–73. http://dx.doi.org/10.33499/edren.v5i1.100.

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Accrediting organizations and regulations have compelled teacher preparation programs to establish partnerships with PK-12 schools to produce quality educators by utilizing effective teaching approaches such as co-teaching. The study examined co-teaching survey completed in the middle of student teaching. Data was collected from cooperating teachers and student teachers at different grade levels. The survey assessed participants' use of co-teaching strategies and the number of planning hours in each week. Pearson Correlations measured the relationship among the co-teaching strategies and the r
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Erawati Saragih, Enni, and Umia Ulfa Zalya. "INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM." ENGLISH JOURNAL 13, no. 2 (2019): 62. http://dx.doi.org/10.32832/english.v13i2.3779.

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To achieve better knowledge, students are expected to be able to read some books in a week. But nowadays, reading no longer becomes student’s habit. It seems because teachers teaching method is still need to be modified in order to get students attention and interest. This research aims to find out the methods used by the teacher in teaching reading and student response on the method. The research adopted descriptive-qualitative research method and in collecting the data observation and interview were used as the instruments of the research. After doing the research, the data found that there
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Bilali, Ornela, and Florinda Tarusha. "Factors Influencing the Appearance of Teaching Anxiety to Student Teachers." European Journal of Social Sciences Education and Research 3, no. 2 (2015): 90. http://dx.doi.org/10.26417/ejser.v3i2.p90-94.

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Student teachers who are involved in pedagogical practice during teaching experience anxiety. Anxiety of teaching is influenced by a number of factors that are associated with specific characteristics of learning situations. The aim of the study was to determine the factors that influence the birth of anxiety to student teachers during teaching. Participants in this study were students of the Faculty of Education, "Alexander Xhuvani" University, enrolled in programs of study: "Elementary Teacher" and "Preschool Teacher". Resulted that the teaching anxiety to student teachers influenced by a nu
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Abdelaziz, Dania. "The Dilemmas of Complexity in Design Studios and The Teachers' Role." Journal of Design Studio, no. 1 (July 20, 2021): 83–95. http://dx.doi.org/10.46474/jds.904192.

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Learning in design studios is a complex process that overwhelms the students and results in common mutual-misunderstandings between student-teacher. This research aims to tackle teachers' role in the design studio and explore how they can help students navigate the design learning complexities. The emphasis in learning design is primarily on students who are not aware of their learning. This puts teachers at a disadvantage, sometimes not knowing what to do or concentrating on students' learning but not knowing their teaching, or even focusing on their teaching but not aware of the importance o
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Dissertations / Theses on the topic "Student teaching. Student teachers"

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Marple, W. Dean Mungo Savario J. "Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.

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Thesis (Ed. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.
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Stearns, Catherine L. "Student Teachers’ Changing Confidence in Teaching." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This study examined five student teachers and the two mentor teachers of each in elementary school settings within a metropolitan school district in North Texas. Lave and Wenger’s (1991, 2002) community of practice theory informed this study. Data sources included mentor teacher interviews, student teacher interviews, student teacher observations, student teacher/mentor teacher dialogue journals, and student teacher reflections.
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Chan, Yuk-fai Ronald. "Building a collaborative culture in teaching practice." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304488.

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Guinee, Patricia Ann Lubinski Cheryl Ann. "A student teaching experience that focuses on elementary students' mathematical understanding." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064532.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 7, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Patricia H. Klass, Sherry L. Meier, Janet Warfield. Includes bibliographical references (leaves 220-230) and abstract. Also available in print.
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Tang, Yee-fan Sylvia, and 鄧怡勳. "A study of student teachers' perception of the role of student teaching through their experiences in student teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956750.

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Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Au, Kit-oi Eliza. "A study on student teachers' conceptions of teaching : analysis based on metaphors and reflection /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553823.

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Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and
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Silverstein, Tanya. "Host art teachers and their feedback to student teachers during student teaching practicum." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field
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Books on the topic "Student teaching. Student teachers"

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Kronowitz, Ellen L. Beyond student teaching. Longman, 1992.

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Ann, Kilcher, ed. Teaching for student learning. Routledge, 2009.

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Baksh, Ishmael J. Teaching strategies: The student perspective. Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1986.

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Burt, Mary. Pair teaching in the training of teachers. School of Education, University College ofNorth Wales, 1985.

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R, Yarling James, ed. Student teaching casebook for supervising teachers and teaching interns. Merrill, 1994.

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The dual certification student teaching experience. Kendall Hunt, 2010.

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P, Sharma O. Psycho-socio characteristics of prospective teachers: A study of S.C. pupil-teachers. Books Treasure, 1994.

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The trainee teacher's survival guide. 2nd ed. Continuum, 2009.

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Zirkel, Perry Alan. Student teaching and the law. Rowman & Littlefield Education, 2009.

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H, Smith Sandy, and Ross Elinor P. 1932-, eds. Student teaching and field experiences handbook. 7th ed. Pearson, 2010.

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Book chapters on the topic "Student teaching. Student teachers"

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Englehart, Joshua M. "Teacher–Student Interaction." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_44.

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Bezzina, Christopher, and Joanna Michalak. "Preparing Student Teachers for Teaching Practicum." In Becoming a Teacher Educator. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8874-2_12.

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Bembenutty, Héfer, Marie C. White, and Miriam R. Vélez. "Student Teaching Interview." In Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9950-8_6.

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Schmidt, Jan-Erik, and Caterina Gawrilow. "Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_12.

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AbstractHigh lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.
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Werbińska, Dorota. "Possible Selves and Student Teachers’ Autonomous Identity." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07764-2_11.

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van der Lans, Rikkert. "A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_5.

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AbstractThis chapter describes research into the validity of a teacher evaluation framework that was applied between 2012 and 2016 to provide feedback to Dutch secondary school teachers concerning their instructional effectiveness. In this research project, the acquisition of instructional effectiveness was conceptualized as unfolding along a continuum ranging from ineffective novice to effective expert instructor. Using advanced statistical models, teachers’ current position on the continuum was estimated. This information was used to tailor feedback for professional development. Two instruments were applied to find teachers’ current position on the continuum, namely the International Comparative Assessment of Learning and Teaching (ICALT) observation instrument and the My Teacher–student questionnaire (MTQ). This chapter highlights background theory and central concepts behind the project and it introduces the logic behind the statistical methods that were used to operationalize the continuum of instructional effectiveness. Specific attention is given to differences between students and observers in how they experience teachers’ instructional effectiveness and the resulting disagreement in how they position teachers on the continuum. It is explained how this disagreement made feedback reports less actionable. The chapter then discusses evidence of two empirical studies that examined the disagreement from two methodological perspectives. Finally, it makes some tentative conclusions concerning the practical implications of the evidence.
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Wolff, Lutz-Christian. "The Teacher-Student Relationship." In The Art of Law Teaching. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9148-8_14.

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Röhl, Sebastian, and Holger Gärtner. "Relevant Conditions for Teachers’ Use of Student Feedback." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_10.

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AbstractBased on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.
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Röhl, Sebastian, Hannah Bijlsma, and Wolfram Rollett. "The Process Model of Student Feedback on Teaching (SFT): A Theoretical Framework and Introductory Remarks." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_1.

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AbstractStudent feedback on teaching in schools, conceptualized as information on student perceptions of teaching, is described by many scholars as an effective instrument for the developmental use of teachers and teaching. Beyond that, various studies show that the productive use of this method is a very complex process in which a variety of aspects must be considered. As an introduction to this volume, this chapter presents a model based on findings from different research areas of feedback and school research, called Process Model of Student Feedback on Teaching (SFT). This model follows the steps of the student feedback process, starting with student perceptions of teaching, which must be professionally collected or measured. Subsequently, the teacher perceives and interprets this feedback information, which is linked to cognitive and affective reactions and processes. This can lead to an enhancement of teachers’ knowledge about their own teaching and to the initiation of improvement-oriented actions, finally resulting in improved teaching and development of the teachers’ professional competence. Thereby, characteristics of the organization, the students, and classes as well as the teachers need to be considered. This model serves as a framework for the subsequent overview of the contributions in this volume.
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Ulvik, Marit, and Kari Smith. "Teaching About Teaching: Teacher Educators’ and Student Teachers’ Perspectives from Norway." In International Research, Policy and Practice in Teacher Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01612-8_9.

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Conference papers on the topic "Student teaching. Student teachers"

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Osmonbaeva, Zhypargul, and Damira Pakhirova. "IMPACT OF PROPER QUESTIONING IN TEACHING AND LEARNING." In Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7422.

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The paper attempts to share some of the experiences regarding the proper questioning and literature review on this topic. The paper is based upon the outcomes of proper questioning in teachers’ lessons and impacts of those questions on their teaching and students’ learning. Main importance is given to teacher’s role in proper questioning in teaching English. Significance of the study is questioning can be used in different types of classroom and it helps students develop thinking skills, language skills and shaped closed relation and interaction between student-to- student and student-to- teac
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White, Emily. "Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_6.

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Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to suppor
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Rismiyanto and Fitri Budi Suryani. "Peer and Real Student Microteaching: The EFL Student Teachers’ Perception." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219604340438.

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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or
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Laurian Fitzgerald, Simona, and Carlton Fitzgerald. "STUDENT-CENTERED TEACHING: WHAT TEACHERS BELIEVE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2342.

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Abad, Alida, and Maria Rassetto. "A different approach fot training student teachers using Communication and Information Technology (ICT)." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2879.

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The aim of this research is to contribute to find new ways of teaching using the opportunities that Communication and information technology(ICT) give today. This contribution proposes a teaching strategy that allows students to think in a creative way and integrate technology in elementary school. This strategy consist in making the teacher student think themselves as inventors, detecting a need in society, designing and developing an invention that has not been yet patented. Creating marketing strategies for selling the product and presenting all this work in class for peers and teachers to
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Jiménez-Parra, Beatriz, Daniel Alonso-Martínez, Laura Cabeza-García, and Nuria González-Álvarez. "Online teaching in COVID-19 times. Student satisfaction and analysis of their academic performance." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12855.

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Online teaching has grown exponentially as a result of COVID-19. Universities and teaching institutions the world over have had to adapt their curricula to this new teaching and learning model. The main goal of this study is to analyse various teaching methodologies used on a sample of university students to analyse their effectiveness in terms of satisfaction, competencies and academic performance. The results suggest that methodologies that include greater student-teacher interaction or the use of videoconferencing for classes and problem-solving help to raise student satisfaction. Students
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Grkić Ginić, Jelena. "Student Teachers’ Music Competences Acquired in Initial Class Teacher Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

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Letina, Alena, and Sanja Canjek-Androić. "STUDENT TEACHERS' COMPETENCIES FOR INQUIRY-BASED TEACHING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1454.

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Logan, Anna, and Ann Marie Farrell. "Increasing engagement and participation in a large, third-level class setting using co-teaching." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8209.

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This study focused on the collaborative practice of two teacher educators who implemented a co-teaching intervention with a large class of first-year student teachers. The research arose from the teacher educators’ wish to increase the range and nature of participation of students in the large class setting and to model co-teaching for the students who would be expected to engage in such practice themselves in primary schools. The aims of the study were to explore the use of co-teaching in the large class context as a support for student participation and students’ meta-learning about co-teach
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Reports on the topic "Student teaching. Student teachers"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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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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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to together
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,0
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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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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private scho
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the
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