Characteristics and Practices of Successful Teachers

2021 ◽  
pp. 121-125
Author(s):  
Ariel Baska ◽  
Joyce VanTassel-Baska
Keyword(s):  
Successful Teachers

scholarly journals Needs and expectations of teachers about the Science Museum of Castilla-La Mancha

2007 ◽  
Vol 06 (04) ◽  
pp. A01
Author(s):  
Santiago Langreo
Keyword(s):  
Science Museum ◽  
Democratic Participation ◽  
Science Museums ◽  
Teaching Resources ◽  
Successful Teachers ◽  
The Core ◽  
The People ◽  
La Mancha ◽  
Future Events ◽  
Teaching Learning

After serving the community for seven years, the Science Museum of Castilla-La Mancha (MCCM) has decided to renew itself. In this context, a survey of the needs and expectations of the people to which the museum is dedicated plays a major role for the changes planned to prove successful. Teachers are among the main users of the museum, staying at the core of all teaching-learning processes, and play a role as mediators between science and students. This paper analyses the judgements made by teachers about various types of events and teaching resources which are normally provided by science museums and, more specifically, the Science Museum of Castilla-La Mancha. Against that backdrop, science (our content), education (our objective) and the democratic participation of teachers will show a clear route to follow if one wants to achieve quality for our institution and its future events.

scholarly journals E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS

2014 ◽  
Vol 61 (1) ◽  
pp. 77-87
Author(s):  
Marjan Krašna ◽  
Tomaž Bratina
Keyword(s):  
Large Scale ◽  
Multimedia Learning ◽  
Task Force ◽  
Scale Production ◽  
Learning Materials ◽  
Materials Development ◽  
Successful Teachers ◽  
Different Types ◽  
E Learning ◽  
Video And Audio

Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.

Determining effective teaching behaviors through the hiring process

2015 ◽  
Vol 29 (1) ◽  
pp. 139-155 ◽  
Author(s):  
Gary Schumacher ◽  
Bettye Grigsby ◽  
Winona Vesey
Keyword(s):  
Student Achievement ◽  
Learning Styles ◽  
Student Success ◽  
Classroom Management ◽  
Effective Teaching ◽  
Teaching Behaviors ◽  
Content Type ◽  
Future Studies ◽  
Successful Teachers ◽  
Effective Teaching Behaviors

Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.

Creating Electronic Evidence Rooms for NCATE Accreditation

2010 ◽  
pp. 155-175
Author(s):  
Natalie Johnson-Leslie
Keyword(s):  
Teacher Candidates ◽  
Colleges Of Education ◽  
Comprehensive Overview ◽  
Successful Teachers ◽  
Electronic Evidence ◽  
Body Of Knowledge ◽  
Technological Advances ◽  
Tangible Evidence ◽  
The Usa ◽  
Accredited Institutions

For nearly a century the clarion call for more accountability at all levels of education across the USA has been made. As a result, we find accreditation bodies (national, regional and specialized), in the USA being independent of the Department of Education. In this chapter, the focus will be on creating electronic evidence rooms for The National Council for the Accreditation of Teacher Education (NCATE). NCATE was developed over 50 years ago requiring concrete evidence that teacher candidates are prepared rigorously to acquire the relevant body of knowledge and field experiences needed for them to be successful teachers. With technological advances, NCATE accredited institutions are given the charge to produce electronic evidence rooms as a means of show-casing tangible evidence of students, departments and colleges of education progress. This chapter will provide a comprehensive overview of how electronic evidence rooms are created using College LiveText Solutions for NCATE accreditation.

The Teaching Life

2005 ◽  
Author(s):  
Jay Parini
Keyword(s):  
Beginning Teacher ◽  
Good Deal ◽  
Self Presentation ◽  
Successful Teachers ◽  
Art Form ◽  
Teaching Life ◽  
The Subject ◽  
The Mind ◽  
Teaching Voice ◽  
The Voice

Nobody just walks into a classroom and begins to teach without some consideration of self-presentation, much as nobody sits down to write a poem, an essay, or a novel without considering the voice behind the words, its tone and texture, and the traditions of writing within a particular genre. Voice is everything in literature, playing in the mind of the writer, the ear of the reader; the search for authenticity in that voice is the writer’s work of a lifetime. What I want to suggest here is that teachers, like writers, also need to invent and cultivate a voice, one that serves their personal needs as well as the material at hand, one that feels authentic. It should also take into account the nature of the students who are being addressed, their background in the subject and their disposition as a class, which is not always easy to gauge. It takes a good deal of time, as well as experimentation, to find this voice, in teaching as in writing. For the most part, the invention of a teaching persona is a fairly conscious act. Teachers who are unconscious of their teaching self might get lucky; that is, they might adopt or adapt something familiar—a manner, a voice—that actually works in the classroom from the beginning. Dumb luck happens. But most of the successful teachers I have known have been deeply aware that their selfpresentation involves, or has involved at some point, the donning of a mask. This taking on of a mask, or persona (from the Latin word implying that a voice is something discovered by “sounding through” a mask, as in per/sona), is no simple process. It involves artifice, and the art of teaching is no less complicated than any other art form. It is not something “natural,” i.e., “found in nature.” A beginning teacher will have to try on countless masks before finding one that fits, that seems appropriate, that works to organize and embody a teaching voice. In most cases, a teacher will have a whole closet full of masks to try on for size.

Modeling Compassion in Critical, Justice-Oriented Teacher Education

2008 ◽  
Vol 78 (4) ◽  
pp. 652-674 ◽  
Author(s):  
Hilary Gehlbach Conklin
Keyword(s):  
Teacher Education ◽  
Middle Class ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Diverse Students ◽  
Successful Teachers

As the work of teacher education becomes increasingly focused on the challenges of helping mostly white, monolingual, middle-class prospective teachers become compassionate,successful teachers of racially, culturally, linguistically, economically, and academically diverse students, some teacher educators struggle to find compassion for the prospective teachers they teach. Motivated by this concern and drawing on feminist and Buddhist theories, Hilary Conklin argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this article, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education, relationships in teaching, modeling as pedagogy, and the Buddhist notion of compassion to articulate a pedagogy of modeling in critical, justice-oriented teacher education. Conklin proposes that such a pedagogy has the potential to move us closer to transformative teacher education.

Getting to Scale with Good Educational Practice

1996 ◽  
Vol 66 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Richard Elmore
Keyword(s):  
Curriculum Reform ◽  
Large Scale ◽  
Educational Practice ◽  
School Organization ◽  
Progressive Movement ◽  
Successful Teachers ◽  
The Past ◽  
Incentive Structures ◽  
Children And Young Adults

How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem by analyzing the role of school organization and incentive structures in thwarting large-scale adoption of innovative practices close to the "core" of educational practice. Elmore then reviews evidence from two attempts at large-scale reform in the past — the progressive movement and the National Science Foundation curriculum reform projects — to evaluate his claims that ambitious large-scale school reform efforts, under current conditions, will be ineffective and transient. He concludes with four detailed recommendations for addressing the issue of scale in improving practice in education.

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