Research Report: Effective Teaching

1986 ◽  
Vol 33 (9) ◽  
pp. 19-48
Author(s):  
Marilyn N. Suydam ◽  
Mark Driscoll
Keyword(s):  
Effective Teaching ◽  
Test Scores ◽  
Student Outcomes ◽  
Influential Factors ◽  
Research Report

In any field, one way to plan for a program's excellence is to study those programs that have been recognized for their excellence and to try to isolate the influential factors. During 1983 and 1984, the Northeast Regional Exchange (NEREX) engaged in “A Study of Exemplary Mathematics Programs.” The study, funded by the National Institute of Education, sought to “identify and describe factors and conditions associated with excellence in precollege mathematics.” Excellence was defined by student outcomes—test scores, awards, consistently high course enrollments, and so on.

Research Report: Teaching Effectiveness

1983 ◽  
Vol 31 (2) ◽  
pp. 3
Author(s):  
Marilyn N. Suydam
Keyword(s):  
Test Scores ◽  
Effective Teachers ◽  
Teaching Effectiveness ◽  
Research Report

Have you ever wondered what teachers do that makes them effective? Suppose effective teachers are those whose students achieve higher test scores. Certain ways in which such teachers manage their classes are different from the ways less effective teachers handle their classes. For instance, effective teachers are much more likely to—

Intensive Partnerships for Effective Teaching Enhanced How Teachers Are Evaluated But Had Little Effect on Student Outcomes

2019 ◽  
Author(s):  
Brian Stecher ◽  
Deborah Holtzman ◽  
Michael Garet ◽  
Laura Hamilton ◽  
John Engberg ◽  
...  
Keyword(s):  
Effective Teaching ◽  
Student Outcomes

Intensive Partnerships for Effective Teaching Enhanced How Teachers Are Evaluated But Had Little Effect on Student Outcomes

2018 ◽  
Author(s):  
Brian Stecher ◽  
Deborah Holtzman ◽  
Michael Garet ◽  
Laura Hamilton ◽  
John Engberg ◽  
...  
Keyword(s):  
Effective Teaching ◽  
Student Outcomes

Teacher motivation and emotions vis-à-vis students’ positive perceptions of effective teaching and learning

2018 ◽  
Vol 1 (2) ◽  
pp. 361-390 ◽  
Author(s):  
Vanessa Enríquez Raído
Keyword(s):  
Effective Teaching ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Teacher Motivation ◽  
Motivation Theory ◽  
Teaching Portfolio ◽  
Teacher Professional ◽  
Effective Teaching And Learning ◽  
Reflexive Analysis

Abstract Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.

Baccalaureate Student Outcomes in Research Methods

2002 ◽  
Vol 8 (1) ◽  
pp. 121-132
Author(s):  
Betsy S. Vourlekis ◽  
James X. Bembry
Keyword(s):  
Student Achievement ◽  
Research Methods ◽  
Outcome Measures ◽  
Test Scores ◽  
Student Outcomes ◽  
Systematic Evaluation ◽  
Research Knowledge ◽  
Self Confidence ◽  
Research Curriculum ◽  
Knowledge Scale

Programs seek innovative and useful approaches to demonstrate accountability for quality results through systematic evaluation and improvement of programmatic outcomes. In this undertaking the research curriculum is an important area for scrutiny. This study tested student outcomes in research methods classes in a baccalaureate program to examine the outcomes of research knowledge, attitudes, and self-confidence for a cohort of students as a whole (N=82) and for four different research class “options” provided in the program's curriculum. Outcome measures were test scores on the standardized Kirk-Rosenblatt Research Knowledge Scale, and a self-efficacy rating measure. Findings showed satisfactory student achievement overall in comparison to other reported BSW samples (posttest scores), mixed evidence to the program concerning knowledge gains and student self-confidence, but considerable consistency of outcomes across class options. Results illuminate useful areas for further investigation and enhancement.

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