scholarly journals The Role of Continuous Assessment and Effective Teacher Response in Engaging all students

2018 ◽  
pp. 101-119
Keyword(s):  
Effective Teacher ◽  
Teacher Response ◽  
Continuous Assessment

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.

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.

scholarly journals Student mathematical activity as a springboard to developing teacher didactisation practices

Pythagoras ◽  
2015 ◽  
Vol 36 (2) ◽  
Author(s):  
Piera Biccard ◽  
Dirk Wessels
Keyword(s):  
Teacher Development ◽  
Design Research ◽  
Cognitive Conflict ◽  
Student Thinking ◽  
Mathematical Activity ◽  
Effective Teacher ◽  
Vertically Aligned ◽  
Regular Contact ◽  
Modelling Problems

This article is part of a larger study on teacher development. The main study investigated teacher development within primary school Mathematics teachers’ classrooms to determine if teaching practices could be enhanced through a didactisation-based programme. It sought to develop teachers within their own environments and classrooms. Design research (both designing the conditions for change and studying the results of those conditions) enabled the researchers to design a programme that was congruent with teachers’ own needs and experiences. The programme ran for a period of a year with regular contact between the teachers and the researcher conducting the programme (the first author). The programme set out nine didactisation practices: active students, differentiation, mathematisation, vertically aligned lessons, accessing student thinking and ideas, probing student thinking and ideas, connecting student ideas, assessing students and reflecting on practice. One practice, student activity, is the focus of this article. It was found that by initiating discussion and cognitive conflict in teachers by using modelling problems, and further allowing teachers to observe pupils working in groups with modelling problems, teachers were starting to incorporate the didactisation practices within their own classrooms. This article documents specifically the fundamental role of student mathematical activity and the importance of improving student mathematical experiences, both for teacher development and for student mathematical learning. The study may be valuable in structuring and planning further effective teacher development programmes.

scholarly journals The Role of Administrative Staff in Student Relationship Management (SRM); A Tool for Quality Teacher Education

2020 ◽  
pp. 5-15
Author(s):  
Jane Naa Lankai Lamptey ◽  
Isa Mohammed Umude ◽  
Evans Atteh
Keyword(s):  
Teacher Education ◽  
Relationship Management ◽  
Administrative Staff ◽  
Colleges Of Education ◽  
Effective Teacher ◽  
School Teachers ◽  
Education In Ghana ◽  
Student Relationship ◽  
Student Centred Learning

The preparation of pre-tertiary school teachers by colleges of education in Ghana is beset by varied challenges of quality. A lot of the products of the colleges are unable to measure up to desired standards of competence. It appears that efforts at promoting quality teacher education seem to centre mostly on enhancing the academic capabilities of teachers to enhancing students' capability to act as agents of their own learning. This article brings to the fore, the drivers of student-centred learning and how colleges of education can empower students as clients with absolute responsibility to drive their own learning. It clarifies the role of the administrative staff in the implementation of students’ relationship management and how their functions constitute the bedrock for effective teacher preparation.

scholarly journals Effects of History and Culture on Attitudes toward Special Education: A Comparison of Finland and Norway

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Marjatta Takala ◽  
Rune Sarromaa Hausstätter
Keyword(s):  
Special Education ◽  
Teacher Education Program ◽  
Intervention Strategy ◽  
Effective Teacher ◽  
Strong Focus ◽  
Flexible Part ◽  
Part Time ◽  
Successful School

This paper discusses the role of special education in Finland and Norway. There are major differences in how special education is understood in these countries. The different perspective that Finland and Norway have on the concept of inclusion is also striking. The PISA test results show that the Finnish school is performing well, partly because of flexible part-time special education; the early intervention strategy also plays a role in this success. These aspects are making Finnish schools inclusive; support is offered immediately when it is needed without any bureaucratic process. An effective teacher education program is also a key element in creating a successful school system. Norway’s relatively weak educational results could mean that despite their strong focus on inclusion, Norwegian schools are not inclusive. The quality of special education is debated. If it is true that special education is helping to create success in schools, then clearly there is a need to discover more about the different systems and what factors may influence that success. Despite the close geographical and political relationship between Norway and Finland, there exists clear differences in the educational area.

scholarly journals Freire’s Pedagogy of Freedom: Its Contribution to the Development of Ethical Teacher Professionality through the Implementation of the New Zealand Curriculum

Paideusis ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 5-15
Author(s):  
Leon Benadé
Keyword(s):  
New Zealand ◽  
Critical Pedagogy ◽  
Education Reform ◽  
National Curriculum ◽  
Effective Teacher ◽  
Ministry Of Education ◽  
New Approach ◽  
Early 21St Century ◽  
School Based

This paper takes lessons and directions from Paulo Freire’s Pedagogy of Freedom (1998) that both inform the theme of Dialogue and Difference and a particular conception of ethical teacher professionality. Freire’s vision of teachers and teaching challenges managerialist notions of teachers as dispassionate, data-driven objects of bureaucratic policy, aligned to a sanitised list of features that make up ‘the effective teacher’. This representation of teachers is unlikely to motivate or prepare teachers in the future to be critical thinking ethical professionals. An alternative conception of the teaching professional is required, and one is presented here which has strong links to Pedagogy of Freedom in particular, and critical pedagogy more generally. Expressed as ‘ethical teacher professionality’, this account suggests a broader approach to the role of teacher than provided by notions such as ‘satisfactory teacher dimensions’ or ‘characteristics of quality teaching’. The New Zealand Curriculum (Ministry of Education, 2007) is a policy text whose understanding of teachers is informed by such notions. New Zealand schools engaged in a process of preparation in 2008 and 2009 for full implementation of this revised national curriculum in 2010. The scope of these revisions, expectations of teachers, and the requirement that this implementation be school-based (rather than centrally prescribed) mean that in essence this curriculum goes well beyond a mere revision. Further, as a product of early-21st century education reform which seemingly gives schools, teachers and communities greater flexibility, there are lessons that could be relevant internationally. As a fundamentally new approach to policy, implementation of the New Zealand Curriculum could significantly alter how teachers see and approach their work.

scholarly journals Monitoring Mobile Information Processing Systems

2020 ◽  
Vol 23 (4) ◽  
pp. 835-847
Author(s):  
Oleg Panarin ◽  
Igor Zacharov
Keyword(s):  
Monitoring System ◽  
Time Series Data ◽  
Autonomous Driving ◽  
Sensor Data ◽  
Series Data ◽  
Continuous Assessment ◽  
Fitness To Drive ◽  
The Core ◽  
It Systems

We describe the implementation of the monitoring for the IT systems at the core of the autonomous driving vehicle. The role of the monitoring is to assist in decision to start the driving cycle and continuous assessment for the fitness to drive the vehicle. The requirements for the monitoring system with the increased resiliency and data replication make it sufficiently different from standard monitoring systems and warrant a unique implementation tuned for the autonomous driving requirements. The monitoring system combines the OS events and real-time measurements of sensor data. The information is stored in flat files for emergency access as well as in a Time Series Data Base (TSDB).

Action Research and Teacher Portfolio as Two Strong Teacher-Led Professional Development Designs

2020 ◽  
pp. 51-72
Author(s):  
Selda Aras
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Critical Role ◽  
Assessment Procedure ◽  
Effective Teacher ◽  
Development Models ◽  
Professional Needs ◽  
Teacher Portfolio ◽  
Professional Development Models

This chapter aims to describe two effective teacher-led professional development designs: action research and teacher portfolio. Research has shown that many professional development models and practices are ineffective while meeting teachers' professional needs and highlight the critical role of teachers during their professional development activities. Action research and teacher portfolio offers teachers the opportunity to conduct needs assessment, revisit and reflect on their practices, and evaluate their performances. This reflective, authentic, and evidence-based assessment procedure enables teachers search for resources that perfectly meets their professional needs. This chapter examines features of action research and teacher portfolio implementations as two meaningful teacher-led professional development models and offer rich descriptions of these models to inform practitioners and stakeholders.

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