Relevant bibliographies by topics / Teachers’ teaching effectiveness

Contents

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

Academic literature on the topic 'Teachers’ teaching effectiveness'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Teachers’ teaching effectiveness"

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Ghanbari, Abolfazl, and Fatemeh Zare. "The Effectiveness of Mentoring in ELT Context." Studies in Educational Management 6 (August 2020): 32–48. http://dx.doi.org/10.32038/sem.2020.06.03.

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In their beginning stages of learning, the teachers require more practical ideas on how to choose and behave effectively to be a successful teacher. Accordingly, the purpose of this study was to investigate the effectiveness of mentoring as a tool for aiding teachers’ development and teacher’s portfolio assessment of the teaching skills of Iranian ELT teachers. Classroom observation via a checklist and an interview was used to examine the effectiveness of mentoring in the Iranian ELT context. The findings indicated the effectiveness of mentoring in teachers' teaching skills and some of its shortcomings.
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Sadeghi, Karim, Jack C. Richards, and Farah Ghaderi. "Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?" RELC Journal 51, no. 2 (May 23, 2019): 280–93. http://dx.doi.org/10.1177/0033688219845933.

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The impact of the non-native speaker’s (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers’ language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher’s command of their second language (L2).
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Mulyani, Heni, Danny Meirawan, and Annisa Rahmadani. "INCREASING SCHOOL EFFECTIVENESS THROUGH PRINCIPALS’ LEADERSHIP AND TEACHERS’ TEACHING PERFORMANCE, IS IT POSSIBLE?" Jurnal Cakrawala Pendidikan 39, no. 2 (June 13, 2020): 279–92. http://dx.doi.org/10.21831/cp.v39i2.28864.

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Efforts to achieve educational goals can’t be separated from the performance of schools in realizing these goals, to achieve this involves many parties and factors that influence it. This study aims to describe the impact of principal’s leadership and teacher’s teaching performance in an effort to increase school effectiveness. This research uses a quantitative approach with a survey method. Population are 466 schools, samples of 210 schools were taken by proportionated stratified random sampling technique, and a total of 2,730 respondents consisted of principals, teachers, students, and school committees. The instrument used was a questionnaire, data processing techniques using the Structural Equation Model. The results indicate that principals’ leadership and teachers’ teaching performance positively and significantly influence school effectiveness, which means that school effectiveness directly determined by the presence of effective principal’s leadership and high teacher teaching performance. The principal's leadership as a driver variable is proven to be able to trigger the teaching performance of teachers to increase school effectiveness. The high effectiveness of this school is inseparable from the effective teacher’s teaching performance. Teachers' teaching performance must be continuously improved to improve school effectiveness. This teaching performance can be improved through the principal's leadership role.
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Gultiano-Ansayam, Michelle Pamela. "National Competency-Based Teacher Standards and Teaching Effectiveness." International Journal of Innovative Science and Research Technology 5, no. 7 (August 10, 2020): 1154–60. http://dx.doi.org/10.38124/ijisrt20jul824.

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The study was conducted to assess the competency and teaching effectiveness of teachers. It aimed at determining the level of teachers’ competency based on the National Competency-Based Teacher Standards in terms of social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing and reporting, community linkages, and personal growth and professional development. It ascertained the level of teaching effectiveness according to commitment, knowledge of the subject, teaching for independent learning, and management of learning. It correlated teaching effectiveness and competency. Also, it identified the variable that singly or in combination best predicts the teaching effectiveness. Employing descriptive-correlational research design, it was delimited to the ninety (90) teacher-participants in Impasugong I District, twenty-nine (29) teacherparticipants in Impasugong II District and sixty-nine (69) teacher-participants in Sumilao District teaching across Grades 1 to VI. Mean, percentage, the Pearson r analysis, and stepwise regression analysis were applied. Among the seven domains of NCBTS, community linkages got the highest aggregate value of 3.88 described which described teachers as proficient. In all domains, the teachers were also found proficient. Results revealed that 0.5% of teachers were fairly effective, 19.15% were satisfactory, 68.09% were very satisfactory, and 12.23% were outstanding. Teaching effectiveness revealed a significant correlation with all the domains of NCBTS. Teachers’ competency in the curriculum was the sole significant predictor of teachers’ teaching effectiveness.
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Malik, Dr Umender. "TEACHING EFFECTIVENESS OF UNIVERSITY TEACHER`S IN RELATION TO THEIR SENSE OF HUMOUR." Psychology and Education Journal 57, no. 9 (March 1, 2021): 6592–99. http://dx.doi.org/10.17762/pae.v57i9.3485.

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The purpose of this study was to study the relationship between Teaching effectiveness and Sense of Humourof university teachers of Haryana state. The study was conducted on a sample of 200 University teachers from various universities situatedin Haryana state. Teacher effectiveness scale constructed by the investigator and Teacher`s Sense of humour scale by Malik and Kapoor were used to asses Teaching effectiveness and Sense of humour of university teachers. Causal comparative method of research and Random sampling technique was used in the study. The result indicated that teachers with high sense of humour were found to be more effective teachers than with average sense of humour and low sense of humour. The study further reveals that female teacher`s with high sense of humour had more teaching effectiveness as compared to female teachers with average sense of humour and low sense of humour whereas Male teachers with average sense of humour were found to be more effective teachers than male teachers with high sense of humour and low sense of humour. It also has been observed that there was positive correlation between Teaching effectiveness and Sense of Humour of University teacher`s. This was also supported by Sarita(2015) in her study on teaching effectiveness of secondary school teachers in relation to their Sense of Humour. Malik (2017) in his study “A study of Teaching effectiveness of secondary school teachers in relation to their sense of humour and socio-economic status” found a positive correlation of 0.199 between Teaching effectiveness and Sense of Humour.
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Javadi, Yaghoob, and Solmaz Azizzadeh Asl. "Neuro-linguistic Programming, Teacher’s Identity, and Teachers’ Effectiveness." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 389. http://dx.doi.org/10.17507/jltr.1103.07.

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Education especially “teaching” is considered as a valuable profession through which future generations are generated and educated. In order to have a successful educational system, the main components of the system must work together. It is believed that teachers are active decision-makers of any educational system who can bring on success to the education, accounting for about 30 percent of the variance on pupils’ achievement. Based on different studies, developing rapport, critical thinking, self-efficacy, establishing clear goals, effective interpersonal communication, and a supportive classroom climate are some of the main determinant factors the teachers’ effectiveness. Among various variables which are related to teachers, identity is one of the important elements that affect teachers' performance. Neuro-linguistic programming, on the other hand, is considered as an approach which is claimed to help achieve excellence in performance and identity. It is also considered as a supplementary technique in teaching profession which helps the teachers to develop outstanding skills. In this article, the researcher defines the concept of teacher’s identity as a key element effective in the teaching profession. Then some factors that have significant impact on teachers’ effectiveness are taken into account. Also, the definition of neuro-linguistics programming, some of its characteristics, and its implications for developing teacher’s identity and teacher’s effectiveness are discussed.
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Yadav, Bajrangi. "Role of Happiness and Teaching Performances (Effectiveness) Among School Teachers." Indian Journal of Applied Research 2, no. 3 (October 1, 2011): 164–66. http://dx.doi.org/10.15373/2249555x/dec2012/51.

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Dhungana, G. P., R. M. Piryani, M. L. Chapagain, and M. Neupane. "Effectiveness of teacher training conducted at Chitwan Medical College, Bharatpur, Nepal." Journal of Chitwan Medical College 5, no. 2 (August 14, 2015): 1–5. http://dx.doi.org/10.3126/jcmc.v5i2.13147.

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Teaching and learning are equally important for the teacher. For teaching to be effective, whereby participants learn better, training of teachers is imperative. Teacher’s training is one of the important aspects of faculty development at Chitwan Medical College (CMC) and this study was done to assess the effectiveness of the teachers’ training pre test, post test experimental group design. In pre test, only 5.6% of the participants had adequate knowledge whereas after teacher’s training, 27.7 % had adequate knowledge. The mean (±SD) knowledge score before and after the intervention was 26.7±5.6 and 33.6 ± 5.6 respectively. The percent change in knowledge after intervention was 25.8 was statistically significant p value <0.001 .Which suggesting that the teachers’ training was an effective intervention.
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Kumari, Manjeet. "A Comparative Study of Teacher Effectiveness of Secondary School Teachers of Sonepat District." Management Insight - The Journal of Incisive Analysers 16, no. 01 (June 25, 2020): 41–44. http://dx.doi.org/10.21844/mijia.16.1.8.

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The teaching profession is a highly sophisticated profession that regularly reaches out past academics. Besides ensuring that students experience scholastic success, teachers must also work as surrogate parents, guides and counselors, and even almost-politicians. There is almost no limit to the jobs a teacher may play. The purpose of the present study was to study the teacher effectiveness of secondary school teachers of Sonepat district. For this study, a sample of 120 secondary school teachers was selected. The teacher effectiveness scale developed by Puri and Gakhar (2010) was used to measure teachers’ teaching effectiveness. The study’s findings revealed no significant difference between the teacher effectiveness of male and female secondary teachers of Sonepat district. It also revealed that gender does not affect teaching efficiency or effectiveness.
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Butler, Abby. "Preservice Music Teachers' Conceptions of Teaching Effectiveness, Microteaching Experiences, and Teaching Performance." Journal of Research in Music Education 49, no. 3 (October 2001): 258–72. http://dx.doi.org/10.2307/3345711.

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Fifteen undergraduate music education majors who were enrolled in an introductory music education course constructed concept maps on the topic of “teacher effectiveness” prior to and following two microteachings. The Survey of Teaching Effectiveness (STE) and a time sampling procedure based on criteria from teacher-intensity (TI) research measured teaching performance. Conceptions of teaching effectiveness were examined from two perspectives: cognitive structure, measured by map scores, and conceptual understanding, based on qualitative data from maps, self-evaluations, and interviews. Quantitative results indicate that participants' cognitive structure did not change, nor did it correlate with their teaching performance. Qualitative results provide insight into how preservice teachers acquire conceptions of teaching effectiveness and suggest that microteachings in conjunction with concept mapping may help shape preservice music education teachers' understanding of what it means to teach.
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Dissertations / Theses on the topic "Teachers’ teaching effectiveness"

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Moxness, Katherine. "Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38248.

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Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, specifically, the instructional demands, departmental demands, the personal and professional pursuits of knowledge and the pursuits of pedagogical knowledge. More specifically, this study investigated perceived facilitators and barriers to the realization of individual teaching and other work projects.
Nineteen full-time faculty members in the Departments of Physiotherapy, Occupational therapy, Nursing, Social Work, Educational Psychology and Education at a large research and teaching university in Montreal, Quebec participated in this study. The instructors were asked to complete an adapted version of Little's (1983) Personal Project Analysis (P.P.A.) instrument, which is designed to elicit an instructor's current pre-occupations or projects in his or her current context. The instructors were asked to rate these projects (seven teaching projects and seven other work projects) using a Likert scale (0 to 10) on twenty-one empirically supported dimensions. These dimensions included the following: enjoyment, difficulty, control, initiative, stress, time pressure, outcome, self-identity, others' view, value congruency, challenge, commitment, competence, support, self-worth, fun, others' benefit, self-benefit, supportiveness of culture (departmental level), hindrance of culture (departmental level), and overall current satisfaction. Instructors were asked to assess their perceived conflicts between two of their teaching projects and two of their other work projects in addition to completing a demographic questionnaire.
The findings indicate that instructors identified five different types of daily pursuits that formed and defined their teaching context, as they perceived it. These five types of daily pursuits (projects) included: course planning and preparation projects; student investment, support and delegation of tasks to student projects; knowledge building and knowledge sharing projects; committees, faculty support and faculty teaching projects; and finally, teaching strategy projects. The instructors also identified five different types of daily pursuits that formed and defined their other work context. These included: publishing, conference presentation and research projects; grant proposals and funding projects; office organization projects; correspondence, university committees, outside mandates, departmental expectations and management of student and faculty projects; and finally, personal objectives and technical skill building projects.
P.P.A. enabled the researcher to identify on an individual instructor level the instructor's perceived facilitators and barriers to the successful completion of teaching and other work projects. Furthermore, P.P.A. as a faculty development instrument or as an alternative to semi-structured interview methods is supported by the findings.
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Halladay, Patrick. "Mid-career changers an investigation of non-traditional entrants into teaching /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. K-12 Education Administration, Dept. of Education Administration, 2008.
Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 287-297). Also issued in print.
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Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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Whynacht, Leah Alison. "Preschool teacher's sense of teaching efficacy : scale development and correlates /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3147806.

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Passos, Ana Filipe José. "A comparative analysis of teacher competence and its effect on pupil performance in upper primary schools in Mozambique and other Sacmeq countries." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-235334.

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King, Jeffrey M. "Learner-Centered Teacher Beliefs and Student-Perceived Teaching Effectiveness." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2520/.

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Following Barr and Tagg's formalization of the concept of learner-centered educational practice at the postsecondary level as described in their seminal article in Change in 1995, survey instruments have been developed to assess teachers' beliefs about their own learner-centeredness.. The research reported in this dissertation examined the connection between college students' perceptions of teacher effectiveness on each of four dimensions appearing as questions on the IDEA Survey of student reaction to instruction and courses (developed at the IDEA Center, Kansas State University, in the early 1970s) and the Assessment of Learner-Centered Practices (ALCP): Beliefs Portion of the Postsecondary Level Instructor Survey, College Level (developed in early 1999 by B. L. McCombs, University of Denver Research Institute; alpha reliabilities reported). Using scoring rubrics accompanying the ALCP instrument, instructors were identified as learner-centered or non-learner-centered based on their responses. Independent t-tests were performed to determine whether learner-centered instructors were perceived differently by students in terms of teaching effectiveness than non-learner-centered instructors on each of four dimensions: overall excellence of course, overall excellence of instructor, effectiveness of instructor in helping students achieve relevant objectives in the course, and effectiveness of course and instructor in improving students' attitude toward the field of study. Students rated learner-centered instructors higher in all dimensions, but results were not statistically significant. Instructors were also identified as possessing learner- or non-learner-centered beliefs to a greater degree than that necessary for an overall designation. Independent t-tests were performed to determine any differences in student perceptions of effectiveness between these two groups. Again, students rated learner-centered instructors higher in all dimensions, but results were not statistically significant. Recommendations for further research with the ALCP instrument are made, including research to determine whether specific factors and/or questions prove to be statistically significant in predicting student evaluations of effectiveness. Also recommended are replications of the study to investigate moderating variables influencing accurate faculty self-identification of beliefs about teaching and learning.
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Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.

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Salomon, Yves P. "Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?" Thesis, Boston College, 2010. http://hdl.handle.net/2345/3897.

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Thesis advisor: Joseph J. Pedulla
There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence of teachers compared to other factors that are known to influence student achievement (Wright, Horn, and Sanders, 1997). They have empirically demonstrated that teacher effects are large and persist for up to four years (Kain, 1998; Mendor, Jordan, Gomez, Anderson, and Bembry, 1998; Rivers, 1999). Multiple variables are known to influence teacher quality, including teacher preparation. This dissertation explored the relationship between the teacher education pathway and teaching effectiveness. Although multiple measures of teacher effectiveness exist, this study focused on reformed instructional practices as its measure of teaching effectiveness. In teaching mathematics, in particular, constructivist-based, inquiry-oriented approaches have been shown to be more effective than traditional methods (Abbott and Fouts, 2003; Klein, Hamilton, McCaffrey, Stecher, Robyn, and Burroughs, 2000). Using two groups of novice teachers (N=22) from two preparation pathways, this observational comparative study also investigated the relationship between school composition and teaching practices. There is a large body of literature showing that urban schools serving high proportions of non-white, poor, and low performing students (Darling-Hammond, 1995; Kain and Singleton, 1996; Presley White, and Gong, 2005) tend to have higher percentages of less qualified teachers compared to their suburban counterparts. In light of this, the current study also explored the relationship between school composition and teachers' use of reformed teaching practices. The findings of this investigation indicate that the instructional practices of teachers working in the urban school district where this study was conducted were generally reformed, and did not vary based on the student demographics of the schools in which they taught. In addition, no statistically significant relationship was found between teaching pathway and teachers' instructional practices. Many similarities were found in the instructional practices of teachers from the two preparation pathways. The similarities in the teachers' instructional practices were attributed to the significant congruence in the teacher preparation programs' curriculum, requirement of clinical experience, selectivity, and the programs' explicit social justice missions
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Rahilly, Timothy J. "Teacher knowledge in the university classroom : inexperienced, experienced, and award-winning professors' critical incidents of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/NQ37015.pdf.

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Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
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Books on the topic "Teachers’ teaching effectiveness"

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Extraordinary teachers: Teaching for success. Englewood, CO: Lead + Learn Press, 2009.

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Ken, Birkett, ed. Personal effectiveness for teachers. Hemel Hempstead, Herts [England]: Simon & Schuster Education, 1992.

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Anderson, Lorin W. Increasing teacher effectiveness. Paris: Unesco, 1991.

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Winograd, Ken. Good day, bad day: Teaching as a high-wire act. Lanham, Md: Rowman & Littlefield Education, 2006.

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Fei chang jiao shi: You zhi jiao xue de jing sui = Extraodinary teachers: the essence of excellent teaching. Beijing: Zhongguo qing gong ye chu ban she, 2002.

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Support, Education Training and, ed. A policy for learning: A practical guide to writing or evaluating your teaching and learning policy. Cheltenham: Education Training and Support, 2003.

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100 essential lists for teachers. London: Continuum, 2003.

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100+ essential lists for teachers. London: Continuum, 2005.

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Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, Calif: Corwin Press, 2004.

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Robert, Algozzine, ed. Everything I need to know about teaching ... they forgot to tell me! Thousand Oaks, Calif: Corwin Press, a Sage Publications Company, 2006.

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Book chapters on the topic "Teachers’ teaching effectiveness"

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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, 73–90. Cham: 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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Moorhead, Daryl, Gale A. Mentzer, and Charlene M. Czerniak. "Transforming Science Teachers into Scientist Teachers: How Philosophical Perspective Influences Teaching Effectiveness." In Educating Science Teachers for Sustainability, 101–19. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16411-3_7.

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Moyer, Amy L., and Jill Sperandio. "Barriers to Effectiveness in the Classroom: Three Cases of Novice Teachers in Bangladesh." In Teaching and Teacher Education, 199–220. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26879-4_9.

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Rogers, Karen B. "Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1–25. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_68-1.

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Rogers, Karen B. "Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1431–55. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_68.

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Rogers, Karen B. "Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1431–55. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_68.

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Khan, Muhammad Asif. "An Empirical Study of Determinants of Teachers’ Effectiveness in Higher Education Institutions in Pakistan." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 295–310. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_27.

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Creemers, Bert, Leonidas Kyriakides, and Panayiotis Antoniou. "Establishing the Field of Teacher Effectiveness Research: Moving from Investigating Personal Characteristics of Teachers to Understanding Effective Teaching Practices." In Teacher Professional Development for Improving Quality of Teaching, 65–79. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5207-8_5.

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Rollett, Wolfram, Hannah Bijlsma, and Sebastian Röhl. "Student Feedback on Teaching in Schools: Current State of Research and Future Perspectives." In Student Feedback on Teaching in Schools, 259–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_16.

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AbstractThe aim of this volume was to give a comprehensive overview of the current state of the research on student perceptions of and student feedback on teaching. This chapter provides a resume of the important theoretical considerations and empirical evidence the authors contributed to this volume. First, evidence concerning the validity of student perceptions of teaching quality is discussed, highlighting the quality of the questionnaires used and accompanying materials provided by their authors. In the next step, empirical findings are summarized on student and teacher characteristics that can influence important processes within the feedback cycle. Subsequently, it is emphasized that the effectiveness of student feedback on teaching is significantly related to the nature of the individual school’s feedback culture. Furthermore, it is argued that the efficacy of student feedback depends on whether teachers are provided with a high level of support, when making use of the feedback information to improve their teaching practices. As the literature review impressively documents‚ teachers, teaching, and ultimately students can benefit substantially from student feedback on teaching in schools.
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Neophytou, Lefkios, Mary Koutselini, and Leonidas Kyriakides. "The Effect of Teachers’ Personal Beliefs and Emotional Intelligence on Quality and Effectiveness of Teaching." In Navigating in Educational Contexts, 207–24. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-522-2_15.

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Conference papers on the topic "Teachers’ teaching effectiveness"

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Eldarni, Dr. "Effectiveness Of Video Media Development Learning Skills Teaching On Micro Teaching Course." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.179.

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Stephani, Mesa Rahmi, Agus Mahendra, Andi Suntoda, Gano Sumarno, and Gita Febria Friskawati. "Teacher’s Perspective About Teaching Effectiveness Barriers in Elementary Physical Education: Teachers Self-Evaluation." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.070.

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Zhang, Xiaoyun, Xiaodong Cui, and Min Cheng. "Strategies and Effectiveness of Cultivating Young Teachers' Teaching Abilities in Physiology." In Proceedings of the 2018 2nd International Conference on Economic Development and Education Management (ICEDEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icedem-18.2018.102.

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Ng, Eugenia. "Engaging Student Teachers in Peer Learning via a Blended Learning Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3233.

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T eacher education, which encompasses teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers, is the fundamental groundwork and primary foundation, for attemptingto undertake various innovative and model learning and teaching approaches. However, a number of studies have indicated that teacher education does not adequately prepare teachers to teach with technology. In light ofthis paradoxical situation, the author attempted to integrate content, pedagogy and technology when teaching her post-graduate student teachers. In addition, technology was used to foster peer learning, so that participants could learn through a holistic approach in an experiential environment, rather than using technology as an add-on tool. An institutional standard questionnaire and a focus group meeting were conducted as part of this study, to gather feedback from the participants in the study, on the new learning approach, and the grades that these student teachers obtained for their individual work and group project were analyzed. It was found that the participants embraced both a peer and blended learning approach, and yet the grades that they obtained for their group projects were not superior to the grades on their individual assignments.
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"Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.
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Kolomenskii, Alexandre, Hans Schuessler, and Carlos Rodriguez. "Expectations and outcomes: How technologies drive virtual teaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12990.

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We evaluate the effectiveness of using Zoom for learning Modern Physics topics in a large engineering physics class at a land-grant university in Texas. This virtual technology challenged both students and professors. By implementing different approaches: providing ahead of the lectures reading assignments, PowerPoint presentations, and pre-recorded videos, during the class administering attendance mini-quizzes, and afterward, the assigning on WebAssign homework, elements of an effective class setting were introduced. Passion and mutual understanding united students and teachers to be stronger than the Covid-19 pandemic and to endure the challenging teaching environment. We describe some features of the technologies and the learning expectations. The evaluation of outcomes was done in two ways: quantitatively, by statistical measures, and qualitatively, through an anonymous student survey and a university-wide teacher evaluation.
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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. Valencia: 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 also positively assess online teaching as it allows them to acquire new competencies and even to identify business opportunities. The online evaluation method used also seems to have been appropriate, as it led students to obtain better grades than in face-to-face teaching contexts. The study offers several implications for university teachers of Social Sciences who wish to adopt this type of teaching method.
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Giacosa, Antonella. "Transdisciplinary teaching and learning: an experiment." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11084.

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In our smart new world, characterized by continuous technological evolution, knowledge is subject to rapid obsolescence and change is the only constant. In this context, teachers are called upon to overcome the ingrained automatic habits of traditional knowledge transmission by developing a perspective that is less tied to individual disciplines and more open to the many facets of reality. Only with a questioning and curious attitude aimed at innovation and pedagogical experimentation can teachers make their message meaningful again and help new generations to develop the habit of flexible and complex thinking in order to orient themselves in a fluid, globally connected and hypertechnological society. Following a course on multidisciplinarity, a group of secondary school teachers embarked on a journey of reading and experimenting in the classroom, realizing that through the transdisciplinary approach theorized by the quantum physicist Nicolescu, one can educate for the future. Identifying and tackling conceptual issues to work on and overcoming the narrow limits of individual disciplines in order to understand complex events is the direction in which teachers and students of today's school should move, so that they will face tomorrow with greater awareness and effectiveness.
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Akpinar, Yavuz, and Huseyin Simsek. "Should K-12 Teachers Develop Learning Objects?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3134.

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The emergence of learning objects for teachers as a focus of educational concentration is relatively new and much of the discussion has not been based on the actual development of objects, but different definitions, learning theories, properties and standards or decorative packages of learning objects (LOs). Also, in many teacher education programs, prospective teachers take a computer literacy class separate from content methods classes and rarely engage in producing authentic teaching/learning experiences. This research goes somewhat to address prospective K-12 teachers’ development of learning objects. In this study, a group of prospective K-12 science teachers’ learning objects were examined, evaluated and compared with LOs developed by instructional designers (IDs). A total of forty learning objects were closely investigated and effectiveness of eight of them was tried out with 180 target students in classrooms. Detailed analysis of the LOs demonstrated that while both the preservicers and the IDs use similar number of instructional elements in their LOs, the IDs seem to represent concepts and procedures with screen objects other than the text and used the text for supporting graphical objects. Both groups developed LOs similar in quality measured with the LORI 1.5. Statistical tests on the data obtained from classroom usage of the LOs showed marked improvements in the students’ learning.
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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&amp;L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&amp;L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.
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Reports on the topic "Teachers’ teaching effectiveness"

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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), February 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 schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 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 professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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