Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

Lesson Study ◽

Qualitative Data ◽

Science Study ◽

The Third ◽

Effective Performance ◽

Lesson Delivery ◽

Collaborative Analysis ◽

Fellow Teacher ◽

The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.

FROM THE EXPERIENCE OF IMPLEMENTING LESSON STUDY IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2021-1.1728-5496.05 ◽

2021 ◽

Vol 69 (1) ◽

pp. 36-48

Author(s):

Zh.M. Maigeldiyeva ◽

◽

R.Kh. Kurmanbayev ◽

U.B. Kojanbayeva ◽

◽

...

Keyword(s):

Teaching Methods ◽

Lesson Study ◽

Professional Competence ◽

Educational Process ◽

Joint Work ◽

Pedagogical Skills ◽

The University ◽

Student Audience

The authors of the article emphasize that in modern conditions the demand for a social, creative person who is able to independently make decisions and be personally responsible for their implementation has increased. The importance of the process of forming professional competence among teachers has objectively increased. In the article, the authors talk about the experience of introducing Lesson study into the educational process of the university in order to improve. Teaching methods, improve the pedagogical skills of teachers and other continuous professional development. Lesson study is considered as a special form of research in action directly in the student audience and aimed both at improving the quality of students' knowledge through the joint work of teachers, and the results are analyzed. The conclusion is made about the need to use this approach in university practice.

Enrollment, Engagement and Satisfaction in the BlendKit Faculty Development Open, Online Course

Online Learning ◽

10.24059/olj.v19i4.555 ◽

2015 ◽

Vol 19 (4) ◽

Cited By ~ 5

Author(s):

Patsy Moskal ◽

Kelvin Thompson ◽

Linda Futch

Keyword(s):

Higher Education ◽

Lessons Learned ◽

Online Course ◽

Open Approach ◽

University Of Central Florida ◽

Central Florida ◽

The Third ◽

Online Format ◽

BlendKit is a 5-week course designed by the University of Central Florida in an open, online format specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. The evaluation of this course provides us with interesting and valuable information on the success of using an open approach of a MOOC compared to more traditional, highly structured professional development offerings typically seen in higher education. This article will focus on the lessons learned from the third iteration of this open, online course.

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

FORMATION OF VALUABLE-SENSITIVE BASES OF THE PEDAGOGICAL PROFESSION IN THE UNIVERSITY

10.17770/sie2018vol1.3128 ◽

2018 ◽

Vol 1 ◽

pp. 57-67

Author(s):

Tatyana Bugaychuk ◽

Aleksandr Khodyrev ◽

Olga Когiakovtseva

Keyword(s):

Professional Identity ◽

Professional Training ◽

The Third ◽

Instrumental Values ◽

The authors of the article present a study of the features of the value-semantic bases of the activity of students of a pedagogical university of 1 - 5 courses, describe the dynamics of the phenomenon studied during the training. The authors comprehend the relevance of this problem in the context of modernizing pedagogical education. Based on the leading principles of the concept of professional development of personality, the authors describe one of the components of professional identity - value, the features of the crisis of the third year and the leading terminal and instrumental values during the professional training of students in the university.

Lesson Study in initial training: an interdisciplinary academic experience. A case study in Spain

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-01-2021-0001 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

María José Mayorga Fernández ◽

Noemí Peña Trapero ◽

Lourdes De La Rosa Moreno

Keyword(s):

Lesson Study ◽

Practical Knowledge ◽

Research Strategy ◽

Collaborative Action Research ◽

Initial Training ◽

Case Study Methodology ◽

Content Type ◽

PurposeThis paper focuses on analysis of the incorporation of a Lesson Study cycle within the university training proposal, as a teaching strategy in initial training in the Infant Education Degree.Design/methodology/approachQualitative research was conducted through a case study methodology.FindingsProposing training strategies based on this methodology encourages both the reconstruction of future teachers' practical knowledge and also adequate professional development from initial training.Research limitations/implicationsThe main constraint in the study was the cost-benefit ratio, since this experience has required significant practical and emotional dedication by the people involved, while the expected results have only been partially evident in the students. This would seem to imply that the strategy requires continuity over time in order for future education professionals to take it fully on board.Practical implicationsMore continuity in such experiences would be required in order to fully analyse their actual value. To this end, the experiences need to be more closely related to the university curriculum, and there must be greater coordination between the subjects in order to ensure a holistic approach to LS.Originality/valueThis article sets out an LS experience as a collaborative action-research strategy that promotes the reconstruction of students' practical knowledge and their professional development in initial training.

Examining the professional development for principals regarding teacher evaluation and the relationship to student achievement

10.32469/10355/72194 ◽

2019 ◽

Author(s):

◽

Lori Golden

Keyword(s):

Teacher Evaluation ◽

Qualitative Data ◽

Principal Professional Development ◽

University Of Missouri ◽

School Year ◽

Post Evaluation ◽

Member Exchange ◽

The University ◽

The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The mixed method convergent study was conducted to explore the impact of principal professional development practices on teacher evaluation and student EOC scores in high schools in southwest Missouri. Electronic survey data (Qualtrics) were analyzed from 33 certified principals in 33 secondary sites across southwest Missouri. Additionally, a qualitative survey was extended to the principals who completed the quantitative survey. The Leader Member Exchange Theory provided a lens for examining the professional development of principals regarding teacher evaluation within the research study. The quantitative results of the study revealed no correlation between principal professional development regarding teacher evaluation and student EOC scores. Additional qualitative data found that upon being hired, principals indicated they received less than 10 hours of professional development on teacher evaluation per school year. Additionally, 41% of respondents reported either they were not assigned a mentor upon becoming a principal or their mentor was not beneficial. Qualitative data collected during the study found principals perceive continuous development in post-evaluation meetings and more time practicing feedback conversations as a component of their development in becoming effective evaluators.

Problems of adaptation and psychological support for journalism students

BULLETIN of the L N Gumilyov Eurasian National University Journalism Series ◽

10.32523/2616-7174-2021-134-1-72-78 ◽

2021 ◽

Vol 134 (1) ◽

pp. 72-78

Author(s):

A.F. Berezin ◽

◽

N.N. Berezina ◽

E.N. Klemenova ◽

◽

...

Keyword(s):

Psychological Support ◽

Support Program ◽

Professional Activities ◽

The Third ◽

Professional Success ◽

Professional Self ◽

Personal Qualities ◽

Journalism Students ◽

The attitude towards the profession and the professional success of future journalists are largely formed during their studies at the university. Traditionally, special attention is paid to students of the first and fifth years, however, it is in the middle of the learning process that students experience important transformations of the image of the profession and their attitude to educational and professional activities. Understanding the specifics of the «third-year crisis» will help to maintain or increase the motivation of students for studying and professional development, and a comprehensive psychological support program will make assistance to future journalists more systematic. The article presents results of the study of the image of the profession of a journalist, as well as the ideas of first and third year students about the significant personal qualities of a journalist and forecasting their own professional self-realization. Highlighted the specifics of professionalization and the formation of competence, characteristic of a student in the middle of training. There are proposed measures and directions of psychological support for third-year students in the process of their training in journalism.

Doctoral Training of Psychology Students in France

European Psychologist ◽

10.1027//1016-9040.8.1.3 ◽

2003 ◽

Vol 8 (1) ◽

pp. 3-8 ◽

Cited By ~ 2

Author(s):

Christine Roland-Lévy

Keyword(s):

Doctoral Programs ◽

Psychology Students ◽

Doctoral Training ◽

University System ◽

The Third ◽

Conducting Research ◽

The University ◽

Psychology Doctoral ◽

Phd Programs ◽

Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

Native Americans and the Third World Strike at UC Berkeley

Explorations in Ethnic Studies ◽

10.1525/esr.2019.42.2.32 ◽

2019 ◽

Vol 42 (2) ◽

pp. 32-39

Author(s):

LaNada War Jack

Keyword(s):

Native American ◽

Native Americans ◽

Personal Experience ◽

Third World ◽

Leadership Roles ◽

The Third ◽

The Creation ◽

The 1960S ◽

The Third World ◽

The author reflects on her personal experience as a Native American at UC Berkeley in the 1960s as well as on her activism and important leadership roles in the 1969 Third World Liberation Front student strike, which had as its goal the creation of an interdisciplinary Third World College at the university.

Bankruptcy Model Construction and its Limitation in Input Data Quality

Journal of Business and Economics ◽

10.15341/jbe(2155-7950)/02.10.2019/003 ◽

2019 ◽

Vol 10 (2) ◽

pp. 117-125

Author(s):

Dana Kubíčková ◽

◽

Vladimír Nulíček ◽

Keyword(s):

Data Quality ◽

Normal Distribution ◽

Input Data ◽

Model Construction ◽

The Third ◽

Third Stage ◽

Discriminant Analyses ◽

One Year ◽

The University ◽

Multivariate Discriminant

The aim of the research project solved at the University of Finance and administration is to construct a new bankruptcy model. The intention is to use data of the firms that have to cease their activities due to bankruptcy. The most common method for bankruptcy model construction is multivariate discriminant analyses (MDA). It allows to derive the indicators most sensitive to the future companies’ failure as a parts of the bankruptcy model. One of the assumptions for using the MDA method and reassuring the reliable results is the normal distribution and independence of the input data. The results of verification of this assumption as the third stage of the project are presented in this article. We have revealed that this assumption is met only in a few selected indicators. Better results were achieved in the indicators in the set of prosperous companies and one year prior the failure. The selected indicators intended for the bankruptcy model construction thus cannot be considered as suitable for using the MDA method.