Developing effective teacher beliefs about learners: the role of sensitizing teachers to individual learning differences

2008 ◽  
Vol 28 (3) ◽  
pp. 245-272 ◽  
Author(s):  
Melodie Rosenfeld ◽  
Sherman Rosenfeld
Keyword(s):  
Teacher Beliefs ◽  
Individual Learning ◽  
Effective Teacher ◽  
Learning Differences

Music Teacher Evaluation

2019 ◽  
pp. 793-829
Author(s):  
Douglas C. Orzolek
Keyword(s):  
Teacher Evaluation ◽  
Music Teacher ◽  
American Education ◽  
Effective Teacher ◽  
Research And Practice ◽  
Self Reflection ◽  
Evaluation Systems ◽  
The Impact ◽  
Music Teacher Evaluation

This chapter outlines the nature of music teacher evaluation found in existing and related literature and research. From these writings, there are an abundance of emergent themes that provide stakeholders with an opportunity to examine this topic and consider its application in their own settings. These themes include ideas related to the following: the intent of teacher evaluation; the role of teacher evaluation; what an effective teacher is; the importance of multifaceted evaluation systems; the place of student learning in the evaluative process; the various forms of evidence used to evaluate educators; the fact that research and practice should be intertwined in developing evaluation systems; the role of testing; the degree to which observation and self-reflection should be involved in teacher evaluation; the importance of clear and concise goals for learners; and the impact that systems of evaluation will have on the educators, schools, students, and American education as a whole. This chapter intends to allow stakeholders the opportunity to reflect on all of these issues and challenges.

Individual learning: the role of mental models in the learning of software developers

2021 ◽  
Vol 30 (4) ◽  
pp. 503
Author(s):  
Letícia Rodrigues Da Fonseca ◽  
Marcelo Ribeiro Silva ◽  
Sheldon William Silva ◽  
Guilherme Marques Pereira
Keyword(s):  
Mental Models ◽  
Individual Learning ◽  
Software Developers

scholarly journals The Role of Principal's Power and Teacher Empowerment

2018 ◽  
Vol 14 (28) ◽  
pp. 1
Author(s):  
Erida Elmazi
Keyword(s):  
Organizational Climate ◽  
Teacher Empowerment ◽  
Primary Data ◽  
Power Relationship ◽  
Effective Teacher ◽  
Bases Of Power ◽  
Legitimate Power ◽  
Power Base ◽  
Key Factor

Principals are a key factor on various aspects of schooling, and teachers play a determinant role on student’s achievement. Several statistical studies have shown this significance. Fewer findings are about the power relationship that exists between the principal and the teachers. The role of effective use of power and empowerment initiatives is not clear. This paper focuses on investigating the relationship among the principal's bases of power, and the role of power in effective teacher and teacher empowerment. For the current study, the primary data source used was a survey. The sample comprised of 20 principals and 100 teachers in High Schools in Albania. Results of the study indicate that correlation exists between ‘‘staying on top’’ and level of power. Findings show also that there does not exist a general organizational climate that encourages empowerment and delegation The data suggests that most teachers perceive their principals as operating from a legitimate power base.

Developing Teacher Sensitivity to Individual Learning Differences

2004 ◽  
Vol 24 (4) ◽  
pp. 465-486 ◽  
Author(s):  
Melodie Rosenfeld * ◽  
Sherman Rosenfeld
Keyword(s):  
Individual Learning ◽  
Learning Differences ◽  
Teacher Sensitivity

The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World

2018 ◽  
pp. 140-160
Author(s):  
Geoff Lawrence
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Teacher Beliefs ◽  
Language Learning ◽  
Conceptual Framework ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Resistance

This chapter discusses the role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning (L2) in an increasingly digitalized world. The promise and pressures of technology integration are first discussed highlighting the need for new approaches to pedagogy in technology-mediated L2 teaching. Factors contributing to teacher resistance are then reviewed including the unique qualities of educational resistance to technology. Research identifying the nature of teacher beliefs from a range of studies is examined along with a conceptual framework illustrating the interconnected factors shaping L2 teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher education and areas of needed research conclude the chapter.

Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students

2018 ◽  
Vol 21 (2) ◽  
pp. 147-168 ◽  
Author(s):  
Elinor Saiegh-Haddad ◽  
Arige Elouty
Keyword(s):  
Foreign Language ◽  
Grade Level ◽  
Potential Role ◽  
Morphological Awareness ◽  
Low Literacy ◽  
Learning Differences ◽  
Arabic Speaking ◽  
Practical Implications ◽  
Efl Learning

Abstract This paper investigates morphological awareness for inflected and derived words among high versus low literacy students of English as a foreign language in the 5th, 7th and 9th grades. The study experimented with Arabic L1 students and tested inflectional morphological awareness (IMA) and derivational morphological awareness (DMA) separately using the Word Analogy task. Results demonstrate generally less developed morphological awareness skills in low as against high EFL literacy students. Moreover, significant differences between IMA and DMA in favor on IMA were observed in both groups of students and across all grades. This appears to reflect the distributional and linguistic properties of the two morphological systems. Moreover, though morphological awareness emerged rather early in EFL learning, differences between the two morphological systems decreased, though remained significant, as grade level increased. The theoretical and practical implications of these findings, as well as the potential role of Arabic as L1, are discussed.

Understanding Individual Learning for Organizational Learning

1996 ◽  
Vol 40 (15) ◽  
pp. 791-795
Author(s):  
Rajendra Paul
Keyword(s):  
Organizational Learning ◽  
Cognitive Learning ◽  
Individual Learning ◽  
Learning Processes ◽  
Abstract Concept ◽  
Feedback Environment ◽  
Extrinsic Factors ◽  
The Individual ◽  
Intrinsic And Extrinsic Factors

Suitable application of the knowledge about individual learning to develop organizational learning processes is the focus and scope of this paper. Organization is an abstract concept. Consequently, organizational learning depends to a large extent on the learning by individual employees. Cognitive learning is treated in greater detail than physical learning, although the two often occur and are treated simultaneously. The attributes of the individual learning process discussed here include intrinsic and extrinsic factors like motivation, feedback, environment, social influences, and role of emotions.

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