Download or read book Classroom Quality Teacher Beliefs and Student Outcomes in 4K Classrooms written by Kaitlyn Ostrander and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of school-aged children experiencing school-related risk factors (e.g., poverty, limited exposure to English) has continued to increase, underscoring the need for effective, intensive early intervention efforts. Classroom quality is an essential component of effective early educational programs for all young children, especially children who may be at risk for school difficulties. The purpose of this study was to examine quality in diverse preschool classrooms, including a focus on factors that predict quality as well as child outcomes associated with quality. Funded through a grant from the Madison Education Partnership, a collaboration between the Madison Metropolitan School District (MMSD) and the Wisconsin Center for Education Research, this study was conducted in MMSD's 4K program sites. These sites included public school programs and community- or center-based programs that enrolled children from diverse socioeconomic, linguistic, and cultural backgrounds. A mixed-methods approach to the analysis of classroom quality allowed for the integration of data from systematic observations, measurement of teacher beliefs, and semi-structured focus-group interviews to understand how classroom quality and teacher beliefs interact to influence student literacy and social-behavioral outcomes. Results of this study showed that MMSD classrooms provide a similar or higher-quality learning environment than 4K or Head Start programs nationwide. Teachers in this study generally endorsed child-centered, rather than teacher-directed beliefs. Teacher-directed beliefs were associated with higher early literacy scores, whereas child-centered beliefs were associated with stronger self-regulation and social skill development. Collectively, the results of this study suggest that a balanced integration of both child-centered and teacher-directed beliefs (and classroom practices) contribute to positive student outcomes.
Download or read book Teacher Beliefs and Classroom Performance written by James Raths and published by IAP. This book was released on 2003-12-01 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.
Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Download or read book International Handbook of Research on Teachers Beliefs written by Helenrose Fives and published by Routledge. This book was released on 2014-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Download or read book Expecting the Best written by Christine Rubie and published by . This book was released on 2003 with total page 638 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Teachers Beliefs and Dispositions and Their Relation to Observed Classroom Practices written by Tenisha LaNae Tolbert and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "The primary purpose of this study sought to examine the relationship between student teachers' beliefs and classroom practices with regards to developmentally appropriate practice, from the perspective of Urie Bronfenbrenner's Bioecological Theory. The influence of age of student teacher, prior experience and having an Associate's Degree prior to entering the university's teacher licensure program were examined. To investigate the relation between student teachers' beliefs and observed classroom practices, nineteen student teachers enrolled in HDF 460: Professional Experience in Early Childhood, participated in this study. Their participation included completing surveys to obtain demographic information and to assess their beliefs concerning developmentally appropriate practices. Student teachers also had to conduct videotaped lessons and activities in their student teaching placement. In addition, nine cooperating teachers filled out a set of two questionnaires to obtain demographic information and to assess their beliefs about the importance of various classroom developmentally appropriate practices. All nineteen student teacher participants were recruited from a North Carolina University and were seeking Birth-Kindergarten Licensure. All 9 cooperating teachers who also participated in this study were employed in the local Public School System and had previously had a student teacher from the participating university. The results reveal that having an Associate's Degree prior to entering the teacher licensure program did not significantly influence reported developmentally appropriate beliefs. However, having at least one year of prior experience and being a non-traditional student did positively influence those student teachers who were placed in pre-k classrooms in their reported developmentally appropriate beliefs. The findings also indicate that cooperating teachers' reported beliefs did not appear to have influence on their student teacher's observed practices, although the sample size was limited. The study provided evidence that all the student teachers started out with relatively high reported appropriate beliefs and retained them and the only change was an increase in reported beliefs for those placed in kindergarten classrooms. Implications for pre-service professional development and future research are addressed."--Abstract from author supplied metadata.
Download or read book The Relationship of Learner centered Beliefs of North Carolina Virtual Public School NCVPS Teachers and Student Achievement on the North Carolina End of Course Assessments written by Eddy R. Malave and published by . This book was released on 2012 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current federal, state, and district mandates charge educators with reform efforts to improve student achievement. Efforts to transform the educational system are facing enormous public pressure to improve. Despite increasing support for learner-centered perspectives, approaches that focus on learners and learning are often based on conflicting assumptions about what is needed for learners to achieve desired learning standards and outcomes (McCombs & Whisler, 1997). Such approaches have a big impact on what teachers believe and a subsequent influence on student outcomes. This study attempted to establish teacher beliefs and their effectiveness on student achievement on the North Carolina EOC assessments. -- A non-experimental, quantitative study design was used to collect data to examine teachers' beliefs about the learner, learning, and teaching as well as the influence of their beliefs on student achievement in Algebra I, Biology, and English I classes. Data were collected via the Teacher Beliefs Survey from 31 NCVPS teachers, and students' achievement data was gathered from the 2010-2011 NC EOC assessments. -- It was determined that learner-centered beliefs of NCVPS teachers are not statistically significant relative to their students' performances on the North Carolina End-of-Course (EOC) assessments. Future researchers should consider conducting a qualitative research study to interview more diverse participants in terms of race and geographical location to determine variations of the effects of teaching strategies, which could be more focused on distance-learning environments.
Download or read book The Metrics of Teacher Effectiveness and Teacher Quality Research written by Andrew Skourdoumbis and published by Routledge. This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most developed nations measure the performance of teachers in audit evaluations of school productivity. Accountability metrics such as "teacher effectiveness" and "teacher quality" dominate evaluations of student outcomes and shape education policy. The Metrics of Teacher Effectiveness and Teacher Quality Research explores how these metrics distort analyses of student achievement, sideline broader contextual and systemic influences on learning, reinforce input-output analysis of schooling, and skew the educational debate. Focusing on recent phases of school education policy reform, this book utilizes qualitative data from classroom teacher participants to examine how and why issues of teacher effectiveness and teacher quality figure so prominently in policy reform and why pressing matters of social class, school funding, and broader contextual influences are downplayed. The authors use this information to suggest how teachers can develop their role as pedagogic experts in a highly scrutinized environment. This book will be of great interest to education academics and postgraduate students specializing in teacher performance, accountability and governance.
Download or read book Expecting the Best written by Christine M. Rubie-Davies and published by . This book was released on 2003 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing the Impact of Teacher Beliefs on Student Achievement written by Jennifer L. Frentress and published by . This book was released on 2014 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Enhancing Teacher Quality written by Tammy G. Huth and published by . This book was released on 2004 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Teacher Held Values and Beliefs on Student Motivation and Achievement written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The problem researched is that teacher held values and experiences can have either a positive or negative affect upon the delivery of instruction. The focus of this study is to determine which teacher-held values and beliefs positively affect student motivation and achievement and how to effectively incorporate them into classroom instruction. Further, the thesis examines teachers' beliefs, attitudes, and teaching priorities in determining the efficacy of their delivery of instruction. The research focuses on a small kindergarten through grade eight elementary school in central New Jersey. Teacher opinions regarding their attitudes, priorities, and the subsequent effect upon classroom behavior were also garnered. The research suggests strategies that can be employed in the subject school to improve teacher efficacy and ultimately instruction. The solution focuses upon a five-point approach that includes improving the learning environment, appropriately involving parents in the learning process, using feedback effectively, seeking suitable student responsiveness, and insuring adequate student socialization.
Download or read book Teacher Beliefs and Classroom Performance written by Amy Raths McAninch and published by Information Age Pub Incorporated. This book was released on 2003 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives.
Download or read book Teacher Beliefs as a Determinant of Student Achievement in High poverty Elementary Schools written by Leslie G. Rowland and published by . This book was released on 1999 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Teacher Beliefs about Response to Intervention and Student Outcomes written by Keely Frayser and published by . This book was released on 2018 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of the Relationship Between Social Studies Teachers Beliefs and Practice written by D. Antonio Cantu and published by . This book was released on 2001 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses and advances the study and understanding of numerous research and educational an constructs. In particular, it provides greater understanding of the role of teacher beliefs in guiding or influencing classroom practice. It also provides researches and educators with a framework for identifying those components that comprise a teacher's belief system.
Download or read book The Condition of Education 2018 written by Education Department and published by Bernan Press. This book was released on 2019-06-30 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
