Download or read book Teachers Perceptions on Their Actual Teaching Performances written by Bengi Sonyel and published by LAP Lambert Academic Publishing. This book was released on 2010-11 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers need to develop themselves professionally in order to raise the standard of student learning. In order to achieve this, one possible approach would be through 'reflective practice' where they can improve themselves and be aware of their own 'learning' as this influence the way teachers' themselves are taught and teach in their own classrooms. Therefore, in this book teachers' continuing professional development is emphasized not only for the well-beingness of the institution they work for but also for their lifelong learning as well. Professional development is necessary if education is to be good enough to enable human beings to be continually renew themselves and competitive with the challenges they meet thorough out their career life. Other wise, professional development will only appear as a theory but not in practice.

Download or read book Teachers Perceptions on Their Actual Teaching Performances written by B. Sonyel and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This research is carried out to explore teachers' perspectives upon their teaching practices with respect to the in-service training program, C.O.T.E. they had been through. Teaching and in-service training have always been my interest area. Besides, after having informal conversations with the administrators from the Ministry of Education and owing to my observations, in North Cyprus the current education system needs to reformed considering main themes such as curriculum, in-service, pre-service training, material and curriculum design, lifelong learning, duration of school hours, financial issues and so forth. In this qualitative research, two major research questions guided this study. As a researcher the constructivist philosophical stance has been employed due to the fact that the purpose is to investigate teachers' perspectives and in order to achieve this teachers themselves constructed their own perspectives on their teaching practices. Questionnaire, semi-structured interviews, video recording methods were used to gather the data. Questionnaire is used at the beginning of this research to grasp the general picture and at the same time to determine the number of participants. Then, semi structured interviews as pre and post were used to grasp a deeper understanding of teachers' perspectives and video recordings were used to reflect teachers' perspectives on their actual teaching practices. I finalized the research study by analysing and triangulating the participants'responses in relation to two major points as follows: o The effectiveness of the programme on teachers' practice as evidenced through video recordings and discussions of their teaching. o Teachers' perceptions of C.O.T.E with respect to the effectiveness of the training programme in course design, materials and practical experiences. I ended the research with the voice of the participants by underlying the significance and effectiveness of in-service training programs in general. The limitations of this study with the recommendations for further research are suggested at the end.

Download or read book Teachers Perceptions of the Effect of Teacher Observation on Improving Teacher Performance written by Jonathan R. Graf and published by . This book was released on 2018 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of teacher observation on improving the effectiveness of teacher performance. The study sought to determine teachers' perceptions regarding the value of referencing their school district's definition of effective teaching. This study also explored the effect of the teacher observation process on improving teaching. Finally, the study sought to determine teachers' perceptions regarding the effectiveness of their school district's current observation process. Participants in this study included elementary school teachers employed by one school district in southeastern Pennsylvania. A total of 81 teachers participated in the online survey. Six teachers volunteered to answer six researcher designed interview questions. An expert panel of experienced educators reviewed and approved of all survey and interview questions. Results indicated that teachers acknowledged the importance of a school district's need to have a definition of effective teaching. Participants also revealed that their school district's teacher observation rubric effectively captured all of the responsibilities related to teaching. However, participants also expressed that the teacher observation rubric is not a significant factor in their planning or preparation for either being observed or instructing students, nor is the rubric considered the most effective means by which teaching can be improved. Results further indicated that conversations with the building principal (or observer) is a valued, and preferred, form of feedback.

Download or read book Social Perception and Social Reality written by Lee Jussim and published by OUP USA. This book was released on 2012-04-06 with total page 485 pages. Available in PDF, EPUB and Kindle. Book excerpt: This title contests the received wisdom in the field of social psychology that suggests that social perception and judgment are generally flawed, biased, and powerfully self-fulfilling.

Download or read book A Comparison of Teacher Educators Perceptions of Expected Performance with Student Teachers Perceptions of Actual Performance in Taiwan written by Hong-Chu Chien and published by . This book was released on 1984 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Teachers Perceptions of the Effects of Their Status on Their Motivation to Teach written by Maria E. Caviani and published by . This book was released on 1992 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Children s Literacy written by Terezinha Nunes and published by Springer Science & Business Media. This book was released on 2013-03-09 with total page 808 pages. Available in PDF, EPUB and Kindle. Book excerpt: PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.

Download or read book Organizational Citizenship Behavior in Schools written by Anit Somech and published by Routledge. This book was released on 2014-10-10 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective. Chapters consider: understandings of teachers' OCB, its nature, components, and salience in schools personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB. Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.

Download or read book Teacher Perceptions of Current Evaluation Practices Utilized for Job Performance written by Steven E. Kolden and published by . This book was released on 1996 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Public Elementary Teachers Views on Teacher Performance Evaluations written by Mary Jo Nolin and published by . This book was released on 1994 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study was conducted to determine the extent to which public school teachers of kindergarten through grade 6 have experienced formal evaluations in their current school and the procedures employed in evaluating teacher performance. The nationally representative Survey on Teacher Performance Evaluations was administered to approximately 1,000 elementary school teachers in the spring of 1993. Findings include the following: (1) most teachers (89 percent) believe their last performance evaluation provided an accurate assessment of their teaching performance; (2) 94 percent reported that evaluation criteria were known to them prior to assessment; (3) 92 percent reported that their most recent evaluation included classroom observations; (4) while 99 percent said that subject matter knowledge should be a consideration in performance evaluation, only 65 percent said it had been considered in their most recent evaluation; (5) most teachers perceived that their evaluators were competent to judge performance in selected aspects of teaching; and (6) three-fourths of the sample indicated that determining teachers' pay levels was not an objective of evaluations at their school, and 50 percent agree that this should not be an objective. Fourteen statistical tables of estimates and standard errors and a sample copy of the survey instrument are appended. (LL)

Download or read book Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning written by Imelda R. Castaňeda and published by . This book was released on 2002 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there was support for further training. Based on these findings, a model or 'scaffold' towards effective professional development was conceptualized using constructs and characteristics that might influence teaching practice and student learning. Results are discussed in the light of the limitations of the study, implications for education, and suggestions for future research.

Download or read book SAGE Handbook of Research on Classroom Assessment written by James H. McMillan and published by SAGE. This book was released on 2013 with total page 577 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.

Download or read book The Effects of Standardized Testing written by T. Kelleghan and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: When George Bernard Shaw wrote his play, Pygmalion, he could hardly have foreseen the use of the concept of the self-fulfilling prophecy in debates about standardized testing in schools. Still less could he have foreseen that the validity of the concept would be examined many years later in Irish schools. While the primary purpose of the experimental study reported in this book was not to investigate the Pygmalion effect, it is inconceivable that a study of the effects of standardized testing, conceived in the 1960s and planned and executed in the 1970s, would not have been influenced by thinking about teachers' expectations and the influence of test information on the formation of those expectations. While our study did pay special attention to teacher expectations, its scope was much wider. It was planned and carried out in a much broader framework, one in which we set out to examine the impact of a standardized testing program, not just on teachers, but also on school practices, students, and students' parents.

Download or read book Online Teaching and Learning in Higher Education written by Pedro Isaias and published by Springer Nature. This book was released on 2020-09-29 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.

Download or read book Teacher Motivation written by Paul W. Richardson and published by Routledge. This book was released on 2014-05-30 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.

Download or read book Teachers Perceptions of Their Supervisors Feedback on Their Professional Growth and Collaboration Throughout the Teacher Evaluation Process written by Jennifer Miller and published by . This book was released on 2015 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined teachers' perceptions regarding the feedback provided by their supervisor on their instructional practice, the impact of the supervisory model on teachers' professional growth, and the teacher-supervisor relationship. The participants were teachers from a district in southeastern Pennsylvania. There were 61 teachers that participated in this study. A researcher-designed survey, with Likert-scale and open-ended questions, was used to collect data. This survey was approved by an experienced educator panel. To further investigate participants' perceptions, the researcher interviewed 12 teachers utilizing researcher-designed and experienced panel approved questions. The results of this study indicated that teachers perceived the dialogue component of the supervisory process to be valuable. The teachers, who took part in this study, found their most recent observational rating as an accurate representation of their performance. The perceptions of these teachers indicated that teachers valued the feedback from their supervisor because the feedback afforded an opportunity for self-reflection about their instruction or classroom environment. The results of this study also revealed that teacher-supervisor relationships varied for reasons beyond the supervision model in place. The data collected in this study may be helpful for administrators and teachers to analyze their current supervisory model and its subsequent impact on teachers and supervisors.