scholarly journals The Implications Associated with Teacher Perception and Understanding of the Danielson Framework in Selected High Schools in the U.S.A.

2019 ◽  
Vol 1 (1) ◽  
pp. 23-30
Author(s):  
Peter Monaghan
Keyword(s):  
High Schools ◽  
Teacher Evaluation ◽  
Teacher Perceptions ◽  
Teacher Development ◽  
School Administrators ◽  
Systematic Evaluation ◽  
Clear Understanding ◽  
Pedagogical Practice ◽  
Danielson Framework ◽  
Survey Interviews

The improvement of teacher pedagogical practice is a central focus of contemporary school reform in the U.S.A.  Moreover, the systematic evaluation of teacher pedagogical practice is viewed as an essential means to improve student achievement.  The Danielson Framework is a theoretical construct that is widely used by school districts in the U.S.A. to conduct the evaluation of teachers.  This paper is based on the summary findings of a study conducted in three selected suburban Chicago high schools in the State of Illinois.  The study assessed teacher perceptions of their understanding of the Framework, teacher perceptions of their evaluators understanding of the Framework, and the extent to which teachers altered pedagogical practice as a result of teacher evaluation.  Data were collected through survey, interviews, document analysis, and focus groups and were analyzed employing descriptive statistics and qualitative research methods to identify codes and themes. An analysis of the data revealed that there is an ongoing need to develop professional practices that enhance collaboration and deepen the mutual understanding among stakeholders of components within the Framework.  While the survey results demonstrated a clear understanding of the Framework among the teachers, it was also revealed that teacher evaluation has a low impact on teacher’s pedagogical practice.  There are important implications of this study related to teacher development and the targeting of particular components within the evaluation that are high impact.  The study highlights the limitations of teacher evaluation as a tool to improve pedagogical practice.  Implications for practice for school administrators responsible for the planning, development, and implementation of teacher evaluation are presented.  

scholarly journals Principal-Led State Evaluation Policy: Teacher Perceptions at Four High Schools

2021 ◽  
Author(s):  
Amanda Frasier
Keyword(s):  
High Schools ◽  
Teacher Evaluation ◽  
Teacher Perceptions ◽  
Classroom Practice ◽  
School Administrators ◽  
State Level ◽  
Lessons Learned ◽  
School Level ◽  
Evaluation Policy ◽  
Teacher Evaluation Policy

While policy makers have attempted to standardize teacher evaluation, policy is implemented and enacted by school administrators. This study addresses the following question: Considering the legislative efforts to remove control of evaluation from local figures, do teachers perceive school principals as influencing the implementation of state-level evaluation policy and, if so, in what ways? I examined interviews from 14 teachers across four high schools within a district in North Carolina derived from a larger mixed method case study of teacher perceptions of evaluation policy and classroom practice. The results suggest a state-centralized teacher evaluation policy, such as the one utilized at the time of this study, can look vastly different to teachers at the school-level due to principal enactment of the policy. Furthermore, the data suggest the following themes influenced policy implementation: the capacity of principals to evaluate in a timely manner, what a principal chooses to value in a policy, and the perceived effectiveness of a principal as an evaluator of teaching. By taking a closer look at what is happening “on the ground” between teachers and principals in four schools utilizing the same state-level evaluation policy, the lessons learned in this study can help inform future policies.

scholarly journals Mass drug administration campaigns for scabies and impetigo: protocol for a systematic review and meta-analysis

2021 ◽  
Vol 5 (1) ◽  
pp. e001132
Author(s):  
Pousali Ghosh ◽  
Wubshet Tesfaye ◽  
Avilasha Manandhar ◽  
Thomas Calma ◽  
Mary Bushell ◽  
...  
Keyword(s):  
Systematic Review ◽  
Drug Administration ◽  
Mass Drug Administration ◽  
Assessment Tool ◽  
Statistical Tests ◽  
Meta Analysis ◽  
Grey Literature ◽  
Random Effect ◽  
Systematic Evaluation ◽  
Clear Understanding

IntroductionScabies is recognised as a neglected tropical disease, disproportionately affecting the most vulnerable populations around the world. Impetigo often occurs secondarily to scabies. Several studies have explored mass drug administration (MDA) programmes, with some showing positive outcomes—but a systematic evaluation of such studies is yet to be reported. The main aim of this systematic review is to generate comprehensive evidence on the effect and feasibility of MDA programmes in reducing the burden of scabies and impetigo.Methods and analysisA systematic review and meta-analysis will be conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-analysis statement. Electronic databases to be searched will include CINAHL EBSCOhost, Medline Ovid, ProQuest, Science Direct, PubMed and SCOPUS. In addition, grey literature will be explored via the Australian Institute of Health and Welfare, Australian Indigenous HealthInfoNet, Informit, OaIster database and WHO. No language restrictions will be applied. All treatment studies following an MDA protocol, including randomised/quasi-controlled trials, and prospective before–after interventional studies, will be considered. The main outcome is the change in prevalence of scabies and impetigo The Cochrane collaboration risk of bias assessment tool will be used for assessing the methodological quality of studies. A random-effect restricted maximum likelihood meta-analysis will be performed to generate pooled effect (OR) using STATA V.16. Appropriate statistical tests will be carried out to quantify heterogeneity between studies and publication bias.Ethics and disseminationEthical approval is not required since data will be extracted from published works. The findings will be communicated to the scientific community through a peer-reviewed journal publication. This systematic review will present an evidence on the effect of MDA interventions on scabies and impetigo, which is instrumental to obtain a clear understanding of the treatments widely used in these programmes.PROSPERO registration numberCRD42020169544,

scholarly journals Equine Discomfort Ethogram

Animals ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 580
Author(s):  
Catherine Torcivia ◽  
Sue McDonnell
Keyword(s):  
Pain Management ◽  
Line Drawing ◽  
Clinical Work ◽  
Pain Scale ◽  
University Of Pennsylvania ◽  
Systematic Evaluation ◽  
Clear Understanding ◽  
Physical Discomfort ◽  
Professional Health ◽  
The University

In recent years, there has been a growing interest in and need for a comprehensive ethogram of discomfort behavior of horses, particularly for use in recognizing physical discomfort in domestically managed horses. A clear understanding of the physical discomfort behavior of horses among caretakers, trainers, and professional health care personnel is important to animal welfare and caretaker safety. This is particularly relevant to pain management for hospitalized equine patients. Various pain scale rubrics have been published, typically incorporating only a few classically cited pain behaviors that, in many cases, are specific to a particular body system, anatomic location, or disease condition. A consistent challenge in using these rubrics in practice, and especially in research, is difficulty interpreting behaviors listed in various rubrics. The objective of this equine discomfort ethogram is to describe a relatively comprehensive catalog of behaviors associated with discomfort of various degrees and sources, with the goal of improving understanding and clarity of communication regarding equine discomfort and pain. An inventory of discomfort-related behaviors observed in horses has been compiled over 35 years of equine behavior research and clinical consulting to medical and surgical services at the University of Pennsylvania School of Veterinary Medicine’s equine hospital. This research and clinical work included systematic evaluation of thousands of hours of video-recordings, including many hundreds of normal, healthy horses, as well as hospitalized patients with various complaints and/or known medical, neurologic, or orthopedic conditions. Each of 73 ethogram entries is named, defined, and accompanied by a line drawing illustration. Links to online video recorded examples are provided, illustrating each behavior in one or more hospitalized equine patients. This ethogram, unambiguously describing equine discomfort behaviors, should advance welfare of horses by improving recognition of physical discomfort, whether for pain management of hospitalized horses or in routine husbandry.

scholarly journals The Lived Experiences and Perceptions of Social Studies Teachers and School Administrators on the Out-Of-Field Teaching Phenomenon in Zamboanga City

2017 ◽  
Vol 29 (1) ◽  
Author(s):  
Sherwin Toring
Keyword(s):  
Social Studies ◽  
Qualitative Method ◽  
School Administrators ◽  
Survival Strategies ◽  
Instructional Resources ◽  
The Public ◽  
Survey Interviews ◽  
The City ◽  
Video Presentations ◽  
Regular Training

This study sleuthed on the wide yet less explored issue called out-of-field teaching among the public junior high schools in Zamboanga City, Philippines. It focused on the extent and experiences of teachers who are assigned to teach social studies but are not licensed in it and conversely those licensed but are assigned to teach outside the field of social studies. It also sought to discuss the perceptions of some school administrators on the factors that lead to the occurrence of the phenomenon. Data were mainly gathered using a descriptive-qualitative method, particularly through survey, interviews, and document analysis. The results revealed that 37% of the teachers assigned to teach social studies is teaching out of their field of specialization. Interviews also show a consensus in identifying under-loading of teachers, lack of resources, and the lack of coordination between the HEIs and DepEd as main factors to out-of-field teaching in the city. It also suggests that out-of-field teachers experience a certain degree of emotional and physical stress and difficulty in understanding certain contents and practical concepts. These are reflected on their instructional practices that include the reliance on textbooks and the use of survival strategies such as lectures, group reports, and video presentations. This situation can be partly attributed to and/or is further exacerbated by onerous number of subject preparations and the unavailability of adequate instructional resources.    Hence, the findings of the study imply the need for higher education institutions to conduct constant assessment of actual demand for teachers among the schools in the division. Regular training programs for out-of-field teachers aided by the production of adequate instructional resources are also necessary. Lastly, a review on the policy concerning the daily number of teaching loads of the teachers is deemed necessary to minimize the extent and magnitude of out-of-field teaching.

Examining the demands of teacher evaluation: time use, strain and turnover among Tennessee school administrators

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Seth B. Hunter ◽  
Luis A. Rodriguez
Keyword(s):  
Teacher Evaluation ◽  
Time Use ◽  
Evaluation System ◽  
School Administrators ◽  
Job Demands ◽  
Unintended Consequences ◽  
School Administrator ◽  
Content Type ◽  
Teacher Observations ◽  
Over Time

PurposeRecent teacher evaluation reforms around the globe substantially increased the number of teacher observations, consequently raising observers' (typically school administrators') observational loads. The purpose of this study is to examine associations between observational loads and school administrator turnover, reported time use and strain.Design/methodology/approachThe study uses education administrative data from the state of Tennessee to examine the link between observational loads and school administrator outcomes of interest. The results present credible regression estimates that isolate variation in observational loads within schools over time and within observers over time.FindingsThe evidence suggests individual school administrators allocate a set amount of time to observations that is insensitive to observational load and seemingly assign observations to colleagues strategically. School administrator reports do not suggest observational loads are associated with negative unintended consequences on administrator strain or observer turnover.Originality/valueThe study contributes to the literature on teacher evaluation by shedding light on how the constraints posed by an evaluation system may affect the work of school administrators. It also extends the job demands-resources theory that describes worker responses to new job demands.

Special teacher perceptions of vocational education for mildly handicapped students in rural, urban, and suburban high schools

1987 ◽  
Vol 8 (3) ◽  
pp. 33-39
Author(s):  
Cleborne D. Maddux ◽  
Steve Arvig
Keyword(s):  
Special Education ◽  
High Schools ◽  
Teacher Perceptions ◽  
Vocational Education ◽  
Special Education Teacher ◽  
Vocational Programs ◽  
Demographic Information ◽  
Education Teacher ◽  
Suburban High Schools ◽  
Interest Inventories

A questionnaire was mailed to a special education teacher in each of the 127 high schools in the state of Arizona. The questionnaire included demographic information and five questions related to career and vocational education for mildly handicapped students. Most high schools report administering vocational interest inventories, but less than 60% actually use the results when placing students into vocational programs. Analysis of the data after categorizing schools as rural, urban, and suburban indicates significantly different responses on three of the five questions, with fewer rural schools administering interest inventories, using the results of such inventories for placement, and placing mildly handicapped students in special vocational programs.

scholarly journals The Ultimate Impacts for Thai Teachers: Teachers Development System in Learning Management

2015 ◽  
Vol 8 (12) ◽  
pp. 193
Author(s):  
Thikamporn Boonmak ◽  
Kowat Tesaputa ◽  
Amparn Duangpaeng
Keyword(s):  
Teacher Development ◽  
Professional Training ◽  
System Development ◽  
School Administrators ◽  
Evaluation Research ◽  
Development Program ◽  
Structure Interview ◽  
Data Survey ◽  
Learning Management ◽  
Competency Evaluation

<p class="apa">This research was aimed to 1) study current conditions, problems, and needs of teachers for development and learning management in the extended educational opportunities schools (EEOSs: schools where they extended fundamental education from primary level of six years to lower secondary level of nine years), in Thailand, 2) develop the system of teacher development for the learning management, 3) implement and extend the results of study to other EEOSs. Research methodology was based on research and development approach which divided into three stages as follows: Stage 1) Preliminary study on current conditions, problems, and needs from related literature. The synthesis of related ideas and theories were then validated by the survey on the subjects representing school administrators and academic affairs teachers. Statistics used were percentage, means, and standard deviation. Stage 2) System development for the learning management was validated by nine educational experts. The validity of the system was based on feasibility and content appropriateness. Stage 3) Implementation of the system. The school performed teacher development program according to the procedures described in the manual. There were five research tools used which included: data survey, semi-structure interview, knowledge evaluation, learning management competency evaluation, and satisfaction evaluation. Research finding reported that the teachers needed professional development on professional training, study visit, and internal supervision. The system of teacher development has four main factors: input, process, output, and feedback. Overall, the system was the standard baseline for effective training in the EEOSs and possible to implement in other schools for learning management and student effectiveness.</p>

The CAA-NYC Aviation Operations Institute

1944 ◽  
Vol 37 (8) ◽  
pp. 358-359
Author(s):  
Lillian Moore
Keyword(s):  
New York ◽  
New York City ◽  
High Schools ◽  
York City ◽  
School Administrators ◽  
Aviation Operations

The Civil Aeronautics Administration —New York City Aviation Operations Institute was held on April 6th at La Guardia Field, New York City. It was arranged by Mr. O. P. Harwood, Regional Manager of the First Region of the Civil Aeronautics Administration for ninety-eight selected New York City teachers of aeronautics and school administrators, in conjunction with Dr. Frederic Ernst, Associate Superintendent in Charge of High Schools. The Institute program proved to be valuable to the highest possible degree. Teachers who were unable to take advantage of the opportunity offered to gain increased knowledge of aviation operations will undoubtedly be interested in a report of the activities covered during the course of a busy day.

scholarly journals Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development

2020 ◽  
Vol 12 (4) ◽  
pp. 1292 ◽  
Author(s):  
Maurisete Fernando Ferreira ◽  
Marcos Aurélio Vasconcelos Freitas ◽  
Neilton Fidelis da Silva ◽  
Antonia Francimar da Silva ◽  
Luciana Rocha Leal da Paz
Keyword(s):  
Renewable Energy ◽  
Teacher Perceptions ◽  
Teacher Knowledge ◽  
Renewable Energy Sources ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Technological Education ◽  
Solar Systems ◽  
Knowledge And Attitudes ◽  
Federal Institute

Teaching spaces are seen as institutions presenting relevant power to promote sustainability. Thus, in addition to knowledge (re)producers, they must also assume ethical obligations to incorporate daily sustainability-oriented actions. In this context, this study evaluates faculty perceptions regarding contributions to the teaching–learning process and the diffusion of a pedagogical practice adhering to sustainability assumptions, arising from the insertion of photovoltaic solar systems in educational institutions. A study was conducted at the Rio Grande do Norte Federal Institute of Education Science and Technology, with 2.2 photovoltaic MWp distributed throughout its 21 campuses. This study investigated teacher knowledge and attitudes towards renewable energy sources in their school practice, as a way of understanding these issues and presenting propositions that will strengthen their role in daily school life. Teachers are aware of the importance of these sources, but their knowledge does not form links with their practice. Thus, the necessary connections to promote sustainability from the existence of institutional photovoltaic systems were proven insufficient. They did not support the concept, nor the adoption of pedagogical practices linked to this technology. In addition, teacher inability to bring knowledge related to renewable energies to the classroom and link them to daily student lives was also noted. The adoption of renewable energy to promote a sustainability culture demands the formation of teacher knowledge and attitudes, and this training must follow a continuous path.

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