Download or read book Teacher Perceptions of Instructional Support written by Karen Wickham Sharpe and published by . This book was released on 2017 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher used a quantitative design to examine teacher perceptions of instructional support at the middle school level experienced in two different reform systems, TEAM and TAP. Participants included 33 certified educators, representative of general education, special education, and related arts curricula from a single district in a southern state. The researcher conducted a survey to gather teachers’ perceptions of consistency of implementation of TEAM and TAP and the extent to which implementation facilitated participants’ professional growth. The researcher analyzed participants’ responses using the Mann Whitney U Test to determine significant differences between the two sets of responses. The researcher found most components showed consistency with implementation, and responses linked to components that facilitated professional growth showed only few significant differences between the two groups. Eight of 32 descriptors linked to implementation and two of 11 components linked to facilitating professional growth showed significant differences between TEAM and TAP.

Download or read book The Impact of the Elementary Instructional Support Specialist on Teacher Perceptions of Instructional Support and Student Achievement written by Julie Lynn Raschen and published by . This book was released on 2007 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of Instructional Support and Leadership in Two Middle Schools written by Bruce Allen Miller and published by . This book was released on 1987 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.

Download or read book Instructional Support Team Initiative written by Jeffrey Thomas Namey and published by . This book was released on 1995 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of the Instructional Specialist written by Jacqueline Kyle and published by . This book was released on 1983 with total page 638 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.

Download or read book Student Feedback on Teaching in Schools written by Wolfram Rollett and published by Springer Nature. This book was released on 2021-08-12 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie

Download or read book Instructional Leadership School Climate and Teacher Collaboration written by Salim Ucan and published by . This book was released on 2020 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers almost unequivocally agree that school leadership matters because school leaders occupy formal positions within highly bureaucratic systems and have a vast influence on the organization of schools. Because of the elusive and complex nature of leadership, however, it has been challenging to identify how principals become effective and through which mechanisms they impact teaching and learning. Since 1980, researchers have conceptualized 14 leadership models. One of those models is instructional leadership, which is generally defined as the school leader’s ability to collectively and strategically utilize her or his influence to improve the core technology of schools—teaching and learning. There is an additional consensus among researchers that the effects of instructional leadership on student achievement are indirect and that various other mediating factors exist. Therefore, within educational research there remains a desire to develop and test theoretical frameworks to decipher the black box of instructional leadership. This study was designed to address this mission by developing a complex theoretical model to examine how instructional leadership influences instructional quality, which is directly associated with student achievement. More specifically, this study investigated the interrelations between instructional leadership, teachers’ perception of school climate, teacher collaboration, and instructional support by using a large-scale, complex survey data known as the Teacher and Learning International Survey (TALIS) 2018. Multi-level structural equation modeling (SEM) was used to analyze data from a nationally representative sample of 164 principals and 2548 teachers who instruct in grades seven through nine. The study results show that teachers’ perception of school climate was a statistically significant predictor of school climate and that school climate was positively and significantly associated with instructional support. However, instructional leadership was associated positively and significantly only with the slope between school climate and teacher collaboration. The direct influence of instructional leadership was not statistically significant on any of the teacher level factors. Although this study did not observe any significant direct effects of instructional leadership, the results provided reliable insights for policymakers and practitioners looking to identify more targeted policies for facilitating school improvement efforts. This study’s results were an answer to the call for high-quality research designs using large-scale, nationally representative datasets and advanced statistical analysis to understand the sophisticated inner-workings of schools as social organizations. School leaders who want to improve the quality of instruction in their schools should focus on cultivating school climate and facilitating teacher collaboration because these factors are positively associated with the instructional support that teachers provide to their students.

Download or read book Teachers Perceptions of Instructional Coaching written by Alison Barnes and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Too many students across the United States have been instructed by teachers who have delivered below grade level instruction and assigned below grade level tasks (The New Teacher Project, 2018). Due to these teacher practices, there has been a lack of student academic achievement and academic growth. Instructional coaching has been a strategy that schools have utilized to support teachers with improving practices with the goal of providing all students with grade level instruction. This study attempted to identify beneficial components of an instructional coaching program and instructional coach. The purpose of this study was to explore teachers' perceptions of instructional coaching conducted by a school-based teacher leader (SBTL) within a large urban school district in the Eastern part of the United States. This was an explanatory mixed methods study which included three phases of data collection. The first phase was an analysis of school demographics and performance data for the twelve high schools included in this study. Phase two was a survey distributed to all teachers who taught in the twelve high schools during the 2020 - 2021 and 2021 - 2022 school years. Eighty-nine teachers completed the survey. The third and final phase was a series of one-on-one semi-structured interviews conducted with eight teachers who indicated on their survey that they had experienced instructional coaching. The survey data provided the breadth, and the interview provided the depth to arrive at answers to the research questions posed. Of the survey respondents, quantitative results indicated that white teachers who experienced coaching discussed pedagogy and received written materials more often than black, ingenious, and people of color. (BIPOC) teachers who experienced coaching. Additionally, it was found through quantitative data that teachers with three to ten years of fulltime teaching experience assigned less rigorous tasks, yet experienced instructional coaching less frequently than teachers with more than ten years of fulltime teaching experience. Most interestingly, it was found through regression results that experience with instructional coaching increased job satisfaction. Qualitative results indicated most beneficial and least beneficial components of an instructional coaching program and coach. The interviews elaborated upon and supported the quantitative findings. The findings from this study provided insight into beneficial components of an instructional coaching program. It is intended that the implications from this study will used to inform policy and practices to implement instructional coaching to support teachers with providing grade level instructional to all students. Additional research is needed to further examine instructional coaching through the coaches' perspectives.

Download or read book Teachers Perceptions of Instructional Coaching written by Monique K. Preciado and published by . This book was released on 2015 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expectations for student achievement are at an all time high, as is the scrutiny over teacher effectiveness (Maskit, 2011). School districts are tasked with the job of determining best practices for improving teacher quality (Britton & Anderson, 2010). Instructional coaching is considered an effective best practice for the professional development of teachers (Denton & Hasbrouck, 2009). Primarily instructional coaches are to build capacity among teachers and support teachers in improving their instruction (Knight, 2007). Unfortunately, many teachers are against the idea of receiving feedback from a coach (Britton & Anderson, 2010). This sequential mixed methods study was designed to engage both new and veteran teachers in a deep examination of their acceptance of and experiences with instructional coaching. Most teachers in the study reported their support for instructional coaching. Additionally, this study also aimed to better understand factors in the educational environment that contribute to teachers' views of instructional coaching. Themes that emerged from the interviews with regard to factors contributing to teachers' views towards coaching were: support, relationships, and willingness to change. Moreover, teachers with 16- 25 years of experience reported more support for instructional coaching than any other group of teachers.

Download or read book Teachers Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).

Download or read book The Perceptions of Elementary Instructional Support Teachers Regarding the Identification of Essential Components of Teacher Collaboration written by Deborah Morrison Clawson and published by . This book was released on 1995 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of the Perceptions of Teachers Administrators and Instructional Support Staff about the Use of Data to Guide Instruction in a Catholic Diocese in the Northeastern United States written by Michael Connell and published by . This book was released on 2021 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators have an abundance of student data available to guide their instructional decisions. Federal and State legislation has repeatedly incorporated accountability measures to ensure learning equity. Current research revealed that effective data use in the classroom to guide instructional decisions requires a complex network of resources, supports, and practices. This quantitative research study, informed by Sociocultural Theory, investigated teachers, administrators, and instructional support staff perceptions regarding teachers' use of data to support instruction, their attitudes toward data, and the supports that help teachers use data. The study was conducted in one suburban Roman Catholic Diocese in the Northeastern United States consisting of 39 elementary schools with a student enrollment of 12,801. In total, 969 teachers, 51 administrators, and 39 instructional support staff were invited to participate. The study analyzed results from the Teacher Data Use Survey (TDUS). The survey yielded response rates from teachers (16.3%), administrators (39%), and instructional support staff (10%). Cronbach alpha statistics for each scale were calculated at 0.94 or higher. Descriptive survey analysis revealed that all three subgroups identified that Iowa Assessment data was the most available yet the least frequently used. Classroom performance assessment data was used the most frequently by teachers for all instructional practices. Positive correlations were identified between scale means including Data Competence with Data's Effectiveness for Pedagogy (r (158) = .618, p

Download or read book Teacher Perceptions of Effective Instructional Coaching in Professional Development Support written by Laura K. Jasso and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of the Effectiveness of Instructional Coaching written by Jamie Harper and published by . This book was released on 2015 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the perceptions and opinions of classroom teachers regarding the effectiveness of instructional coaching. Following an instructional coaching program, teacher participants from a K-6 public school in Central California completed a survey that included questions that ranged from sharing resources and ideas to supporting teachers with understanding social and emotional factors of their students. Participants rated 12 items using a Likert-type scale. Data were analyzed using Chi Square Goodness of Fit and descriptive techniques. The results yielded differences in teachers' perceptions of instructional coaching on 9 of the 12 survey questions. Further, the analysis indicated that instructional coaching was lacking or not a current district focus in regards to building higher thinking skills, creating orderly and safe classrooms, and preparing and organizing lessons. However, all responses provided statistically significant positive support of instructional coaching overall.

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).