School and Teacher Effectiveness: Implications of Findings from Evidence-Based Research on Teaching and Teacher Quality

2007 ◽  
pp. 767-786 ◽  
Author(s):  
Ken Rowe
Keyword(s):  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Evidence Based ◽  
Research On Teaching

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

Research on Teaching in Physical Education: An Analysis of Published Research

1997 ◽  
Vol 16 (3) ◽  
pp. 300-311 ◽  
Author(s):  
Stephen Silverman ◽  
Ronald Skonie
Keyword(s):  
Physical Education ◽  
Teacher Effectiveness ◽  
Exhaustive Search ◽  
Research On Teaching ◽  
Published Research ◽  
Good Research

The purpose of this study was to identify, categorize, and analyze published research on teaching in physical education. (RT-PE). An exhaustive search was performed to identify RT-PE since 1980. Over 2,700 papers were reviewed, and 179 met the criteria for inclusion in the study. Each paper was categorized to obtain detailed information on focus, design, and publication outlet. The results indicated that most RT-PE focused on teacher effectiveness and was quantitative. While much of the research met the minimum demands of good research in the area, some research clearly could be improved. In addition, the Journal of Teaching Physical Education was the major outlet for the research and various other trends were found about publication outlets.

Research on Teaching in Physical Education Doctoral Dissertations: A Detailed Investigation of Focus, Method, and Analysis

2003 ◽  
Vol 22 (3) ◽  
pp. 280-297 ◽  
Author(s):  
Stephen Silverman ◽  
Mara Manson
Keyword(s):  
Physical Education ◽  
Teacher Effectiveness ◽  
Electronic Version ◽  
Skill Learning ◽  
Type B ◽  
Education Students ◽  
Research Focus ◽  
Research On Teaching ◽  
Doctoral Dissertations ◽  
Research Type

As a part of their doctoral education, students complete a dissertation. Examining these dissertations can provide one analysis of research in a field. The primary purpose of this study was to analyze all physical education dissertations with a teaching focus that were completed between 1985 and 1999. All possible dissertations were examined through the electronic version of Dissertation Abstracts International. For the teaching dissertations (n = 201), each abstract was coded for (a) research type, (b) research focus, (c) student variable measured, (d) observation used, (e) interview used, (f) other methods used, (g) population, (h) general methodology, and (i) statistics reported/used. Most research on teaching dissertations addressed issues related to teacher effectiveness and focused on motor skill learning and attitude. There was an increase in qualitative methods from those reported in a previous study (Silverman, 1987). While there were methodological advances, many dissertations still used methods that were not informed by the research methods literature.

scholarly journals Evidenze, miti e prassi didattiche: il caso dell’insegnamento della lettura nella scuola italiana

2021 ◽  
Author(s):  
Antonio Calvani ◽  
Paola Damiani ◽  
Luciana Ventriglia
Keyword(s):  
Effective Teaching ◽  
Teaching Practices ◽  
Scientific Research ◽  
Evidence Based ◽  
Reading And Writing ◽  
Teaching Of Reading ◽  
Research On Teaching ◽  
Publishing Houses ◽  
High Motivation ◽  
Experimental Researches

This paper aims to take stock of the acquisitions achieved by evidence-based research on teaching to read, to compare them with the teaching practices, as they emerge from the school textbooks proposed by the publishing houses in Italy. Moving from the importance recently assumed by scientific research on effective teaching and the need to avoid risks and misunderstandings that can be generated for its use in practice, the evidence acquired about the teaching of reading and writing is presented, recalling the need to focus on the grapheme-phoneme correspondence to be acquired by children in a progressive, systematic and explicit way. It is then pointed out that the textbooks in use propose approaches in clear contrast with this finding. The second part focuses on the experimental researches conducted in Italy in recent years, congruent with the framework previously indicated, which achieve better effectiveness and high motivation in all pupils. Particular attention is paid to the national research conducted recently by the Association S.Ap.I.E.

Content Knowledge, Enacted Pedagogical Content Knowledge, and Student Performance Between Teachers With Different Levels of Content Expertise

2020 ◽  
Vol 39 (1) ◽  
pp. 111-120 ◽  
Author(s):  
Insook Kim ◽  
Bomna Ko
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Performance ◽  
Content Knowledge ◽  
Teacher Effectiveness ◽  
Motor Performance ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Pedagogical Content ◽  
Content Expert ◽  
Different Levels

Purpose: This study examined how content knowledge (CK) varies between teachers with different levels of content expertise in teaching volleyball. In addition, it investigated changes to the content-experienced (C-Exd) teachers’ enacted pedagogical content knowledge (PCK) and their students’ performances after developing CK, compared with those of the content-expert (C-Ext) teachers. Method: Two C-Exd and two C-Ext teachers and their 72 students participated in this study. A well-designed CK workshop was implemented for the two C-Exd teachers’ CK improvement. Differences in the teachers’ CK, enacted PCK, and their students’ performance measures were compared. Results: The results of this study indicated that the C-Ext teachers possessed stronger CK than the C-Exd teachers and that the C-Exd teachers improved their enacted PCK and the students’ motor performance after the CK workshop without showing statistically significant differences from those of the C-Ext teachers. Conclusion: The study presents ways to promote teacher effectiveness with supportive evidence-based practices.

Teacher Quality in Singapore

2019 ◽  
Author(s):  
Sylvia Chong ◽  
Saravanan Gopinathan
Keyword(s):  
Professional Development ◽  
Teacher Quality ◽  
High Performance ◽  
School Level ◽  
Teacher Professionalism ◽  
Evidence Based ◽  
International Assessments ◽  
Entry Requirements ◽  
Implementation Level ◽  
Policies And Practices

Establishing and maintaining teacher quality in Singapore is a process-oriented strategy that requires good policies at the macro level and effective processes at the implementation level. High teacher quality requires rigorous entry requirements, effective evidence-based preparation, and continuous professional development and support at the school level for teacher professionalism. Further adequate compensation and incentives to upskill or reskill are essential. These policies and practices are especially important in this era of challenging pedagogic reform, evolving views of learning and new roles for teachers as learning designers. Teacher policies and practices contribute to the high standing of teachers in Singapore and the consistent high performance of Singapore students in international assessments.

Instructional Assistance in First Grade Remedial Group Instruction

1984 ◽  
Vol 8 (1) ◽  
pp. 13-23
Author(s):  
Barry A. Fields
Keyword(s):  
Classroom Management ◽  
Teacher Effectiveness ◽  
Direct Instruction ◽  
Teacher Educators ◽  
First Grade ◽  
Basic Skill ◽  
Educational Community ◽  
Group Instruction ◽  
Research On Teaching ◽  
Pupil Achievement

Several recent reviews of research on teaching and in particular research on teacher effectiveness have identified three variables: pupil engaged time, direct instruction and efficient classroom management as the most significant instructional factors related to pupil achievement (Barnes, 1981; Brophy, 1979, 1980; Good, 1979, 1982; and Rosenshine, 1976, 1979). While these findings, within the context of basic skill instruction, are unequivocal and now largely accepted within the educational community, their overemphasis to the virtual exclusion of other important classroom variables has led a number of researchers and teacher educators to express some concern (Griffin, Webb and Confrey, 1981; Roehler and Duffy, 1981).

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