scholarly journals Development and Validation of the Inviting Teaching Effectiveness Scale based on the Invitational Theory

2020 ◽  
Vol 14 (4) ◽  
pp. 679
Author(s):  
Neaman M. S. Al-Musawi
Keyword(s):  
Classroom Environment ◽  
Teaching Effectiveness ◽  
Test Construction ◽  
Teaching Competencies ◽  
Level Of Education ◽  
New Instrument ◽  
Invitational Theory ◽  
University Of Bahrain ◽  
The University ◽  
Development And Validation

This study reports on a new instrument, the Inviting Teaching Effectiveness Scale (ITES), which is a 20-item measure based on the fundamental teaching competencies derived from the principles of Invitational Education (Purkey & Novak, 1984). The initial instrument had included 30 items and was then validated on a random sample of 640 students enrolled at the University of Bahrain. The final version of the developed Scale contains 20 items and measures four aspects of inviting teaching effectiveness: Invitational instruction, inviting relationships, invitational assessment and inviting classroom environment. As the new Scale displayed sound psychometric properties, it can be considered as a potentially useful tool to assess teacher performance and improve teaching practices at tertiary level of education. Information about test construction, reliability, validity, and generalizability are presented and implications and benefits associated with use of the instrument as a tool for measuring teaching effectiveness are discussed.

scholarly journals Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

2021 ◽  
Vol 13 (9) ◽  
pp. 4943
Author(s):  
Yi Zhang ◽  
Fugui Ye ◽  
Xiumei Liu
Keyword(s):  
Research Universities ◽  
Language Teachers ◽  
Institutional Perspective ◽  
Teaching Competencies ◽  
Scholarship Of Teaching ◽  
Pedagogical Content ◽  
The Past ◽  
University Level ◽  
Development Of Language ◽  
The University

Though professional development of language teachers has received increasing attention over the past decade, there is a lack of research on development of language teachers’ teaching competencies in research universities. Informed by the institutional perspective and the framework of Scholarship of Teaching, this study investigates the development of 16 language teachers’ teaching competencies in Beijing research universities. The findings show that language teachers’ teaching competencies include English proficiency, professional ethics, pedagogical content knowledge, reflective thinking, and research-informed teaching. Factors influencing language teachers’ teaching competencies range from the department level to the university level and the academia level. Pathways are proposed from the cultural-cognitive perspective, the normative perspective, and the regulative perspective to develop teaching competencies of language teachers.

scholarly journals A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education

2019 ◽  
Author(s):  
Naeem Afzal
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Learning Problems ◽  
Future Research ◽  
Level Of Education ◽  
New Words ◽  
English Majors ◽  
University Level ◽  
The University

Proficiency in English language depends on the knowledge of its vocabulary possessed by the second and foreign language learners and even the native speakers. Though developing the vocabulary is vital, it poses several problems, especially, to non-native students of English. Students with a low vocabulary knowledge show weak academic performance in different courses related to the language skills, linguistics, literature, and translation at the university level of education. This study, in particular, aims to investigate the problems faced by English majors in learning the vocabulary at Prince Stattam bin Abdulaziz University (PSAU) in Saudi Arabia. It also puts forward some vocabulary-learning strategies to minimize the potential problems. The data consist of the responses of 100 student-participants (undergraduates) randomly picked up from five different levels (four, five, six, seven, and eight) of 4-Year BA English Program at PSAU. This quantitative study uses an online questionnaire, as an instrument, to collect the data. The results reveal that the English majors at PSAU face several problems in learning the vocabulary such as knowing the meanings of new words, pronouncing new words, using new words correctly, memorizing and spelling new vocabulary and so on. To its contribution, this study emphasizes the importance of learning the English vocabulary, draws students’ attention towards it, highlights the problems encountered by students, and raises their awareness of the vocabulary. Future research may explore teachers’ perspectives on students’ vocabulary-learning problems and instructional methods implemented to teach the vocabulary in English language classrooms.

scholarly journals Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

2021 ◽  
Vol 21 (3) ◽  
pp. 150-164
Author(s):  
Eugenia Di Barbora ◽  
Lucia Bragatto ◽  
Lucia Locuoco ◽  
Daniela Paci ◽  
Maura Tavano
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Classroom Environment ◽  
Exploratory Study ◽  
Virtual Learning Environment ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Formed Part ◽  
The University ◽  
The Impact

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training.    Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid.   Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

scholarly journals Development and Validation of the Multidimensional Scale of Turnover Reasons

2018 ◽  
Author(s):  
Igor Menezes ◽  
Ana Cristina Menezes ◽  
Jersica Assis ◽  
Elton Moraes ◽  
Damar Sandbrand ◽  
...  
Keyword(s):  
Dimensional Structure ◽  
Factor Scores ◽  
Turnover Rates ◽  
Multidimensional Item Response ◽  
Item Parameters ◽  
Graded Response ◽  
New Instrument ◽  
Development And Validation ◽  
Individual Scores ◽  
New Strategies

<div>The purpose of this study is to make available to researchers and practitioners a new instrument to measure turnover reasons based on a compensatory Multidimensional Item Response Theory (MIRT) model. Since extrinsic and intrinsic aspects are measured, item parameters and individual scores are provided for each dimension. An alternative procedure for standardization (WS scores) was introduced for the calculation of respondents’ scores. The Multidimensional Turnover Reasons Scale (MTRS) was administered to 615 workers. Multidimensional Graded Response Model was chosen for item calibration and EAP estimation technique was deployed for producing the individual’s factor scores. The two-dimensional structure was confirmed, with 28 out of 30 items properly measuring turnover reasons. Items more likely to predict turnover reasons and an interpretation about individual scoring under a MIRT approach are presented. Finally, when compared to estimated factor scores, WS scoring technique shows very attractive psychometric properties, which suggests it could be used in place of factor scores for the standardization of multidimensional models, under the scenario in consideration. The MTRS can help companies to work beyond their turnover rates, mainly on the analyses of their talented employees with stronger reasons to leave the organization, and then create new strategies aimed at worker retention.<br></div><div><br></div><div><br></div>

scholarly journals Development and Validation of the Multidimensional Scale of Turnover Reasons

2018 ◽  
Author(s):  
Igor Menezes ◽  
Ana Cristina Menezes ◽  
Jersica Assis ◽  
Elton Moraes ◽  
Damar Sandbrand ◽  
...  
Keyword(s):  
Dimensional Structure ◽  
Factor Scores ◽  
Turnover Rates ◽  
Multidimensional Item Response ◽  
Item Parameters ◽  
Graded Response ◽  
New Instrument ◽  
Development And Validation ◽  
Individual Scores ◽  
New Strategies

<div>The purpose of this study is to make available to researchers and practitioners a new instrument to measure turnover reasons based on a compensatory Multidimensional Item Response Theory (MIRT) model. Since extrinsic and intrinsic aspects are measured, item parameters and individual scores are provided for each dimension. An alternative procedure for standardization (WS scores) was introduced for the calculation of respondents’ scores. The Multidimensional Turnover Reasons Scale (MTRS) was administered to 615 workers. Multidimensional Graded Response Model was chosen for item calibration and EAP estimation technique was deployed for producing the individual’s factor scores. The two-dimensional structure was confirmed, with 28 out of 30 items properly measuring turnover reasons. Items more likely to predict turnover reasons and an interpretation about individual scoring under a MIRT approach are presented. Finally, when compared to estimated factor scores, WS scoring technique shows very attractive psychometric properties, which suggests it could be used in place of factor scores for the standardization of multidimensional models, under the scenario in consideration. The MTRS can help companies to work beyond their turnover rates, mainly on the analyses of their talented employees with stronger reasons to leave the organization, and then create new strategies aimed at worker retention.<br></div><div><br></div><div><br></div>

scholarly journals LA MENTORIZACIÓN ENTRE EL PROFESORADO UNIVERSITARIO JUNIOR Y SENIOR. UN PROCESO DE APRENDIZAJE, APOYO Y ENRIQUECIMIENTO MUTUO

2017 ◽  
Vol 6 (1) ◽  
pp. 453
Author(s):  
Lucía Herrera Torres ◽  
Laila Mohamed Mohand
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Junior Faculty ◽  
Mentoring Programs ◽  
Learning Support ◽  
Continuous Change ◽  
Teaching Competencies ◽  
Faculty Mentorship ◽  
The University ◽  
Specific Learning

Abstract.The university is known for its complexity and continuous change. Junior faculty should be incorporated and adjusted to the university structure and functioning. In addition, they have to implement a set of teaching competencies to promote an effective process of teaching and learning, and the student achievement of specific learning outcomes. For this reason, this paper advocates the need to implement mentoring programs between senior and junior faculty as a process that involves learning, support and mutual enrichment. Thus, two mentoring projects developed at the University of Granada are described. It is shown to be effective in strengthening efforts towards faculty achieving goals and its well-being.Keywords: higher education, faculty, mentorship, teaching competenciesResumen.La institución universitaria se caracteriza por su complejidad y continuo cambio. El profesorado universitario junior ha de incorporarse y ajustarse a la estructura y funcionamiento de la universidad, a lo que se suma que ha de poner en práctica una serie de competencias docentes para favorecer un proceso de enseñanza-aprendizaje eficaz y la consecución de determinados resultados de aprendizaje en el alumnado. Es por ello por lo que en el presente trabajo se defiende la necesidad de implementar programas de mentorizacion entre el profesorado senior y junior como un proceso que implica el aprendizaje, apoyo y enriquecimiento mutuo. En este sentido, se describen dos proyectos de mentorización desarrollados en la universidad de Granada. Se pone de manifiesto su eficacia para fortalecer los esfuerzos dirigidos hacia la consecución de una meta y el bienestar del profesorado.Palabras clave: educación superior, profesorado, mentorización, competencias docentes

scholarly journals Tinkering With The Traditional To Assess And Promote Quality Instruction: Learning From A New And Unimproved Instructor Evaluation Instrument

2009 ◽  
Vol 6 (4) ◽  
Author(s):  
Audrey Amrein-Beardsley ◽  
Thomas Haladyna
Keyword(s):  
Higher Education ◽  
Teaching Effectiveness ◽  
Survey Development ◽  
Extensive Literature ◽  
Evaluation Instrument ◽  
Instructor Evaluation ◽  
New Instrument ◽  
Survey Instruments ◽  
Survey Results ◽  
Teaching In Higher Education

For over 30 years survey instruments have been used in colleges of higher education to measure instructional effectiveness. Extensive research has been conducted to determine which items best capture this construct. This research study was triggered by a college of education’s enthusiastic but failed attempt to create a new and improved instructor survey based on this research. Researchers found that the new instrument was no better than its predecessor. Student halo ratings contaminated results, reliability was lower than expected, and the survey results indicated one single dimension – general teaching effectiveness.  Two associated variables of considerable interest, course relevance and rigor/demand, were also contaminated by student halo rating. Based on these findings and the extensive literature on student surveys of teaching effectiveness, we argue that traditional surveys based on conventional items may be valid for evaluating global teaching effectiveness and other summative purposes but not for the formative, self-diagnostic, and reflective purposes anticipated. New ways of evaluating teaching in higher education are presented and discussed.  The article shares insights into theory-based survey development and a plan for validation.

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