scholarly journals Measuring Teachers’ Adherence to Ethical Principles in Educational Assessment

2016 ◽  
Vol 12 (4) ◽  
pp. 149
Author(s):  
Hussain A. Alkharusi
Keyword(s):  
Public Schools ◽  
Teaching Experience ◽  
Internal Consistency Reliability ◽  
Educational Assessment ◽  
Three Dimensions ◽  
Ethical Principles ◽  
Assessment Practices ◽  
Components Analysis ◽  
Descriptive Survey ◽  
And Training

<p>Although educational assessment is one of the main responsibilities of the teachers, there has been little research designed to examine ethical principles in the daily classroom assessment practices of the teachers. Using a descriptive survey research design, the purposes of the current study were to develop a measure of the teachers’ adherence to the ethical principles in educational assessment and identify teachers’ characteristics associated with it. Participants were 3557 teachers teaching grades 5 to 12 in public schools across all educational governorates in Oman. Principal components analysis of the teachers’ responses to an 11-items survey revealed three dimensions of the ethical principles in educational assessment: confidentiality, test integrity, and transparency. Internal consistency reliability ranged from .64 to .78. The correlations among the dimensions ranged from .19 to .32. Construct validity was evidenced by the statistically significant positive low correlation of .10 between the dimensions and knowledge of educational assessment ethics. Multivariate analyses of variance revealed statistically significant differences in levels of adherence to the ethical principles in educational assessment among teachers with respect to gender, educational qualification, teaching subject, teaching experience, and training in educational assessment. It was concluded that the measure developed in this study has the potential to provide educators and researchers with valuable information to understand teachers’ adherence to the ethical principles in educational assessment.<strong></strong></p>

Teachers’ efficacy for inclusive practices in the Sultanate of Oman: Effect of gender and teaching experience

2019 ◽  
Vol 41 (2) ◽  
pp. 170-192
Author(s):  
Mahmoud Mohamed Emam ◽  
Yasser F. Hendawy Al-Mahdy
Keyword(s):  
Gender Differences ◽  
Public Schools ◽  
Factor Model ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Three Dimensions ◽  
General Factor ◽  
Sultanate Of Oman ◽  
Inclusive Practices ◽  
Study Results

The current study investigated teachers’ efficacy for inclusive practices (TEIP) in public schools in the Sultanate of Oman, exploring the effect of teacher gender and years of experience. The TEIP scale was administered to teachers in Oman. Participants included 287 basic school teachers selected from schools identified as embracing and implementing inclusive practices in the capital and largest city of Oman. Confirmatory factor analysis supported the three-factor model of the Arabic version of the TEIP scale. Omani teachers showed high levels on TEIP three dimensions and general construct. Gender differences were found in TEIP general factor, efficacy in using inclusive instruction (EII), and efficacy in collaboration favoring female teachers, whereas no gender differences were found in efficacy in managing behavior. Novice and experienced teachers reported higher TEIP in efficacy in collaboration compared to teachers with moderate experience, whereas experienced teachers and teachers with moderate teaching experience reported higher TEIP compared to novice teachers. Implications of the study results are discussed in relation to the development of inclusive practices in Oman.

scholarly journals The Impact of Teacher’s Teaching Experience on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan

2021 ◽  
Vol 2 (4) ◽  
pp. 75-88
Author(s):  
Eman Saleh Al- Sagier Shaiegy
Keyword(s):  
Public Schools ◽  
English Language ◽  
Curriculum Implementation ◽  
Survey Design ◽  
Teaching Experience ◽  
Language Teachers ◽  
Development Policies ◽  
English Language Teachers ◽  
Descriptive Survey ◽  
The Impact

Purpose: This study investigated the impact of teachers’ teaching experience on the implementation of English language curricula in public schools in the Aqaba Governorate, Jordan. Approach/Methodology/Design: The Rand Change Agent Theory of curriculum implementation guided this study. A descriptive survey design was adopted. The sample included 167 English language teachers who were selected purposively from 240 public school teachers in the Aqaba Governorate, Jordan. A questionnaire was developed as an instrument for data collection. It consisted of 36 items, and it was validated by presenting it to a group of arbitrators. The reliability was assured by carrying out a test-retest on a sample chosen from outside the sample of the study. Descriptive statistics were utilized to analyze data. Findings: The study findings indicated that there are statistically significant differences at (α≤0.05) between the implementation of English language curricula and the teacher’s teaching experience. This means that the teaching experience of the teacher affects the implementation of English language curricula. Practical Implications: The study presents certain implications for curriculum development policies. The study recommends engaging teachers in programs that assist them in exchanging experiences, knowledge, and skills to ensure effective execution of the curriculum in addition to the necessity for teachers to pay attention to self-development. Originality/value: Teaching experience plays a crucial role in curriculum implementation. It enables teachers to gain competence and effectiveness.

Perception of Teachers towards the Use of Instructional Materials in Teaching Mathematics at Secondary Level

2020 ◽  
pp. 57-64
Author(s):  
Shiva Datta Dawadi
Keyword(s):  
Public Schools ◽  
Mathematics Teachers ◽  
Survey Design ◽  
Teaching Experience ◽  
Secondary Level ◽  
Instructional Materials ◽  
Teaching Mathematics ◽  
Negative Attitudes ◽  
Self Confidence ◽  
Descriptive Survey

The major objective of the study is to identify the perception of mathematics teachers towards the use of instructional materials in teaching mathematics for the students of secondary level and to compare their perceptions on the basis of their teaching experience. The study has adopted descriptive survey design. A set of the questionnaire with 24 statements regarding the use of instructional materials in teaching mathematics was the tool for collecting the data. The statements in the questionnaire were categorized into four categories as availability, appropriateness, self-confidence in using instructional materials, and motivation to use it. The questionnaire forms were distributed to 68 secondary school mathematics teachers of public schools. The data were collected, tabulated, ordered, compared, calculated and analyzed by using different statistical tools. Finally, it was found that teachers have negative attitudes towards the statements under the subheadings availability which indicates teachers do not feel comfortable in gathering the instructional materials in teaching mathematics and they were found to have positive towards the statements under the subheadings appropriateness, self-confidence in using, and motivation which means mathematics teachers are in the favor of appropriate use instructional materials in teaching mathematics, and they were found confident in using instructional materials. And also teachers are found motivated to use instructional materials in teaching mathematics at secondary level. The study also concluded that the perception of the teachers regarding the use of instructional materials in teaching mathematics at secondary level differs according to the teaching experience of the teachers. Interestingly, the teacher with less teaching experience were found more positive in using instructional materials in teaching mathematics at secondary level.

Psychometric Definition of Rorschach Determinant Component Structure

1998 ◽  
Vol 14 (2) ◽  
pp. 116-123 ◽  
Author(s):  
Raymond M. Costello
Keyword(s):  
Lower Order ◽  
Three Dimensions ◽  
Comprehensive System ◽  
Empirical Examination ◽  
Component Structure ◽  
Exner's Comprehensive System ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Components Analysis ◽  
Definition Of

This is an empirical examination of Experienced Stimulation (es) and Experience Actual (EA) from Exner's Comprehensive System (CS) for Rorschach's Test, spurred by Kleiger's theoretical critique. Principal components analysis, Cronbach's α, and inter-item correlational analyses were used to test whether 13 determinants used to code Rorschach responses (M, FM, m, CF+C, YF+Y, C'F+C', TF+T, VF+V, FC, FC', FV, FY, FT) are best represented as a one, two, or more-dimensional construct. The 13 determinants appear to reflect three dimensions, a “lower order” sensori-motor dimension (m + CF+C + YF+Y + C'F+C' + TF+T + VF+V) with a suggested label of Modified Experienced Stimulation (MES), a “higher order” sensori-motor dimension (FM + FV + FY + FT) with a suggested label of Modified Experience Potential (MEP), and a third sensori-motor dimension (M+FC+FC') for which the label of Modified Experience Actual (MEA) is suggested. These findings are consistent with Kleiger's arguments and could lead to a refinement of CS constructs by aggregating determinants along lines more theoretically congruous and more internally consistent. A RAMONA model with parameters specified was presented for replication attempts which use confirmatory factor analytic techniques.

Assessment Practices of American Orchestra Directors

2019 ◽  
pp. 400-422
Author(s):  
Kirk Moss ◽  
Stephen Benham ◽  
Kristen Pellegrino
Keyword(s):  
Small Body ◽  
Survey Study ◽  
Original Research ◽  
Assessment Practices ◽  
Music Literacy ◽  
Cultural Elements ◽  
Learning Improvement ◽  
String Teachers ◽  
Descriptive Survey ◽  
District Administration

After reviewing a small body of literature on the assessment practices of American orchestra directors, this chapter quickly shifts attention to conducting original research. It describes a descriptive survey study with American String Teachers Association (ASTA) members (N = 416) that found performance-based assessments were the most frequently used form of formal assessment to evaluate technique, musicianship skills, creative musicianship, and ensemble skills. Music literacy was nearly equally split between performance-based and written assessments, while evaluation of music and musical performances and historical and cultural elements tended toward written assessments and verbal feedback. Creative musicianship and historical/cultural elements were the top two nonassessed areas, but were still assessed by the vast majority of teachers. Interviews with five string teachers demonstrate that the research participants emphasized performing/playing assessments, focused on student learning/improvement, acknowledged the role of the school district/administration and benefited from its support, and recognized the value in aligning assessment to standards/curriculum.

Exploration in the Curriculum and Teaching Based Cultivation of Innovation Capabilities for Graduate Students

2013 ◽  
Vol 655-657 ◽  
pp. 2132-2135
Author(s):  
Xiao Gui Zhang ◽  
Yan Ping Du
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Preliminary Analysis ◽  
Teaching Experience ◽  
Education And Training ◽  
Training And Education ◽  
Starting Point ◽  
Teaching Curriculum ◽  
And Training ◽  
Fundamental Objective

Cultivation of innovation capabilities not only is the top priority in the training and education of graduate students, but also a fundamental objective of the teaching curriculum for graduate students. Based on the practice of graduate education and training as a starting point, and combined with the author’s own teaching experience and understanding, this paper conducts a preliminary analysis and exploration on the ways and means of cultivation of innovation capabilities for graduate students.

scholarly journals Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training

2020 ◽  
Vol 12 (11) ◽  
pp. 4474
Author(s):  
Pedro Antonio Sánchez-Escobedo ◽  
Angel Alberto Valdés-Cuervo ◽  
Guillermo Alfonso Contreras-Olivera ◽  
Fernanda Inéz García-Vázquez ◽  
María Fernanda Durón-Ramos
Keyword(s):  
Elementary School Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Teaching Experience ◽  
Basic Knowledge ◽  
Gifted Children ◽  
Educational Strategies ◽  
Screening Criteria ◽  
Teachers Training ◽  
And Training

Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.

scholarly journals ANALISIS FAKTOR DETERMINAN YANG MEMPENGARUHI PROFESIONALITAS GURU BIDANG STUDI ILMU SOSIAL DI KOTA PAREPARE

2019 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Afrilya Liliani Pabubung
Keyword(s):  
Social Science ◽  
Science Teachers ◽  
Quantitative Research ◽  
Teacher Motivation ◽  
Teaching Experience ◽  
Educational Background ◽  
Teacher Professionalism ◽  
Correlational Research ◽  
Normality Test ◽  
And Training

This study aims to study educational background, teaching experience, training (education and training), and facilities on the motivation teachers, to find out their educational background, teaching experience, training (training), facilities and infrastructure, motivation of teachers towards the professionalism of teachers and to understand the educational background, teaching experience, training (training), and infrastructure for teacher professionalism through social science teachers in the Municipality of Parepare.This research is quantitative research, a type of correlational research. The data obtained were analyzed by two types of statistics, namely descriptive statistics and inferential statistics: Data Normality Test and Hypothesis Test.The results showed that: (i) there was a direct significant influence, teaching experience, training (training), and infrastructure directly related to the motivation of teachers Parepare City, (ii) educational background, teaching experience, training, facilities and infrastructure, and direct teacher motivation on the professionalism of teachers in Parepare City, (iii) educational background, teaching experience, training (training), and indirect infrastructure facilities for teacher professionalism through social science teachers in Parepare City 

scholarly journals The reality of applying the electronic management for the school leaders  in Dilam governorate: واقع تطبيق الإدارة الإلكترونية في مدارس التعليم العام الحكومية للبنين في محافظة الدلم بالمملكة العربية السعودية

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Mohammed Ibrahim Sowelam
Keyword(s):  
Public Schools ◽  
School Leaders ◽  
Management Program ◽  
School Leader ◽  
Educational Management ◽  
First Semester ◽  
Management Application ◽  
Study Population ◽  
Electronic Questionnaires ◽  
Descriptive Survey

The study aimed to clarify the reality of applying the electronic management for the school leaders in Dilam governorate، identifying the barriers of applying electronic management for the school leaders in Dilam governorate and clarifying the suggestions to apply the electronic management application for the school leaders in Dilam governorate. The study applied the descriptive survey approach and used the questionnaire as the tool for data collection.  Study population and sample: the study population consists of all school leader and deputies in Boys Public schools at Dilam Governorate in its different years (primary، intermediate and secondary) who are (45) leaders and deputies including (29) leaders and (16) deputies (Education Office in Dilam Governorate)، the researcher distributed the study tool on the population as (45) leaders and deputies in public schools، and finally collected (41) electronic questionnaires due to some schools are busy in preparing for the examinations of the first semester 1438- 1439H. The study members moderately agree on the application of electronic management for the school leaders in Dilam governorate in “using the educational management program (NOOR) ”. The study members highly agree on the barriers of applying of electronic management for the school leaders in Dilam governorate in “many administrative burdens on the school leader، little financial allowances to support the application of the electronic management”. The study members moderately agree on the suggestions to apply the electronic management application for the school leaders in Dilam governorate representing in “ensuring the security and protection of electronic information، reducing centralization in educational decision making، promoting applicable technological strategic plan، developing the regulations and systems to work with the institutions and intensification of courses and programs in the electronic management field.

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