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Last update: August 15, 2014.
1

Data Systems To Enhance Teacher Quality.  

ERIC Educational Resources Information Center

This study examined policies to help states develop, recruit, and retain more highly qualified teachers. Researchers conducted interviews to examine the data systems in 14 states. Results indicated that comparable, timely, and accurate data about teacher quality were conspicuously absent from many policy discussions. Although states collected and…

Voorhees, Richard A.; Barnes, Gary T.

2

34 CFR 611.1 - What definitions apply to the Teacher Quality Enhancement Grants Program?  

Code of Federal Regulations, 2013 CFR

... false What definitions apply to the Teacher Quality Enhancement Grants Program...POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General...611.1 What definitions apply to the Teacher Quality Enhancement Grants...

2013-07-01

3

Enhancing Quality Assurance through Teachers' Effectiveness  

ERIC Educational Resources Information Center

There is the tendency to think that factors of teachers' effectiveness could be defined in terms of teacher characteristics, his experiences, his cognitive and affective properties, the conditions to which he has to adjust and the characteristics of the school, classroom and student. Although each of these characteristics may contribute to…

Adegbile, J. A.; Adeyemi, B. A.

2008-01-01

4

34 CFR 611.2 - What management plan must be included in a Teacher Quality Enhancement Grants Program application?  

Code of Federal Regulations, 2013 CFR

...What management plan must be included in a Teacher Quality Enhancement Grants Program application...POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General...What management plan must be included in a Teacher Quality Enhancement Grants Program...

2013-07-01

5

Beyond ABCs and 123s: Enhancing Teacher-Child Relationship Quality to Promote Children's Behavioral Development  

ERIC Educational Resources Information Center

Results from a study of 100 Head Start children and their teachers suggested that teacher-child relationship quality was associated with children's classroom behaviors. Specifically, teacher-child conflict was strongly related to children's externalizing behaviors. Based on these findings, we present recommendations for the development of policies…

Vick Whittaker, Jessica E.; Jones Harden, Brenda

2010-01-01

6

Teachers’ Conceptions of Quality and Organisational Values in Higher Education: Compliance or Enhancement?  

ERIC Educational Resources Information Center

Teachers are often assumed to have a negative attitude towards quality endeavours of their institutions and to hold defensive organisational values. However, there is little empirical research on this issue. This study focuses on teachers' conceptions of quality, on their preferred organisational values and on the relationships between the two. A…

Kleijnen, Jan; Dolmans, Diana; Willems, Jos; Van Hout, Hans

2013-01-01

7

Teacher Quality Toolkit  

ERIC Educational Resources Information Center

This Teacher Quality Toolkit aims to support the continuum of teacher learning by providing tools that institutions of higher education, districts, and schools can use to improve both preservice and inservice teacher education. The toolkit incorporates McREL?s accumulated knowledge and experience related to teacher quality and standards-based…

Lauer, Patricia A.; Dean, Ceri B.

2004-01-01

8

Sorting out Teacher Quality  

ERIC Educational Resources Information Center

Teacher quality has become a hot topic. Everyone wants to measure it, reward it, or improve it. One reason for this interest is the evidence that teachers differ dramatically in their ability to raise student test scores. Another reason for the current interest in teacher quality is that recent No Child Left Behind requirements focus on highly…

Kennedy, Mary M.

2008-01-01

9

Teacher Enhancement Institute  

NASA Technical Reports Server (NTRS)

During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science/Mathematics model school has been established. Teachers selected for this project represented school systems where income levels are extremely low, and students served tend not to receive innovative instruction in mathematics and science and their use of technology is limited. The Teacher Enhancement Institute contained several features, that when combined, allowed for a unique experience. Some of these features included local teachers, administrators and school board members as presenters, instruction and use of technology every day, tours of select features of the research facility, briefings by NASA/LaRC scientists, engineers and researchers as well as individuals from the Continuous Electron Beam Accelerator Facility (CEBAF). Another unique feature of this program is to have participants convene on three separate occasions throughout the academic year to discuss strategies for information dissemination and implementation results. Teachers' attitudes towards the use of technology, their ability to develop lessons using technology and their ability to develop lessons using information obtained through TEI were assessed using instruments developed by TEI summer faculty members. Data from these instruments were analyzed and reported in a final report submitted to the director of the Office of Education.

Marshall-Bradley, Tina

1994-01-01

10

Teacher Enhancement Institute  

NASA Technical Reports Server (NTRS)

In a team building, team teaching strategy with four faculty, can learning strategies such as educational technology and problem based learning be provided to forty local teachers of primary, elementary, and secondary students? The impetus for the effort is to provide information about science and engineering at NASA and motivate students to pursue careers in science and technology. Teachers, identified and selected through a rigorous application procedure, participated in a two week workshop for a graduate credit. Teachers were exposed to computer applications such as INTERNET, MOSAIC, Power Machintosh word processing, NASA scientists, and laboratory experiments. Teachers were evaluated on level and quality of their participation, design of teacher application materials and relevant lesson plans and presentations. The results show that teachers, regardless of preparation and background, can learn science and engineering applications and develop relevant materials to transfer information to their classroom. Follow-up during the academic year will show that teachers are successfully using materials.

Simmons, Ron W.

1994-01-01

11

Physics Teacher Quality  

Microsoft Academic Search

Physics Teacher Quality at Angelo State University (ASU) and Education Service Center Region XV is funded through a US Department of Education grant. In this program secondary science teachers from local and rural districts within Region XV learn and practice physics and principles of technology concepts emphasized in the Texas Essential Knowledge and Skills (TEKS), improve practice of 5E model

Andrew Wallace; David Bixler

2010-01-01

12

Physics Teacher Quality  

NASA Astrophysics Data System (ADS)

Physics Teacher Quality at Angelo State University (ASU) and Education Service Center Region XV is funded through a US Department of Education grant. In this program secondary science teachers from local and rural districts within Region XV learn and practice physics and principles of technology concepts emphasized in the Texas Essential Knowledge and Skills (TEKS), improve practice of 5E model of guided inquiry, and complete activity-based laboratories and field investigations. Investigations include field and laboratory safety, environmental responsibility, ethical practices, application of scientific methods to open-ended problems encountered in the physical sciences, and critical thinking and problem solving. Teachers are assessed through pre- and post- testing, lab practicum, and classroom observation over a two-year cycle. Assessment data from 2004 through 2008 indicates Physics Teacher Quality is changing teaching behavior in the secondary classroom.

Wallace, Andrew; Bixler, David

2010-03-01

13

A Common Vision: Teacher Quality Enhancement in the Middle Grades in Illinois. Collaborating for Success: Lessons Learned from Illinois' TQE Grant Implementation  

ERIC Educational Resources Information Center

Findings are presented from our case study evaluating the implementation of the IBHE's federally funded grant, "A Common Vision: Teacher Quality Enhancement in the Middle Grades in Illinois." Four sites were examined in terms of how they organized to attain the grant goals, and what aspects of organizational culture and leadership behavior…

Klostermann, Brenda K.; Presley, Jennifer B.

2005-01-01

14

Teacher Quality and Student Performance  

NSDL National Science Digital Library

How do we develop reliable and informative measures of teacher effectiveness? How do we apply what is already known about teacher effectiveness to teachers of physics? How do we use measures of teacher effectiveness to inform teacher education programs? The session will begin with a presentation from Jennifer Presley, former Director of the Illinois Education Research Council (IERC). Under Presley's leadership, the IERC developed a school Teacher Quality Index (TQI), and conducted studies that show a clear relationship between TQI and student achievement and college readiness. TQI distribution is strongly linked to school poverty levels and very high percent minority schools, implicating teacher quality as a major factor in the achievement gap. The IERC results will inspire and inform a discussion on the posed questions led by Monica Plisch, co-PI of the PhysTEC project.

Presley, Jennifer

2010-02-24

15

Retaining Quality Teachers  

ERIC Educational Resources Information Center

This study investigated teacher attrition and retention in seven Virginia school divisions representing urban, suburban, and rural localities. Focus group interviews of teachers who stay in their school divisions and telephone interviews of teachers who migrated to another school division or who left the teaching profession revealed a hierarchy of…

Certo, Janine L.; Fox, Jill Englebright

2002-01-01

16

Teacher Quality and Teacher Mobility. Working Paper 57  

ERIC Educational Resources Information Center

Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. The probability a teacher stays at a school increases the more productive they are in their current school. The quality of teachers who exit teaching…

Feng, Li; Sass, Tim

2011-01-01

17

Balancing Teacher Quality and Quantity  

NASA Astrophysics Data System (ADS)

The world is facing a shortage of trained teachers. According to the 2010 Global Monitoring Report approximately 10.3 million teachers will be needed globally to staff classrooms from Bangkok to Canada. The situation is worse in Sub-Saharan Africa. Estimates suggest that approximately 1.2 million new teachers will be needed in Sub-Saharan Africa alone to achieve universal primary education goals by 2015. Increases in primary school enrollments, drought, and HIV-AIDS have exacerbated the need for well trained teachers. Despite the need, the focus is on balancing quality with quantity. An effective teacher is deemed a critical element, although not the only one, in a student's success in the classroom. This paper focuses on the dilemma of meeting universal primary education goals in Sub-Saharan Africa, while maintaining teacher quality in fragile contexts.

Bond, Helen

18

Key Issue: Enhancing Teacher Leadership  

ERIC Educational Resources Information Center

"Teachers are leaders when they function in professional communities to affect student learning; contribute to school improvement; inspire excellence in practice; and empower stakeholders to participate in educational improvement" (Childs-Bowen, Moller, & Scrivner, 2000, p. 28). Enhancing teacher leadership can help schools and districts reach the…

National Comprehensive Center for Teacher Quality, 2007

2007-01-01

19

Teacher Quality and Inequality.  

ERIC Educational Resources Information Center

This paper presents national data on the extent to which public secondary students are taught core academics by teachers without basic qualifications in their assigned teaching fields, examining whether there are inequalities in the distribution of adequately qualified teachers across and within different U.S. schools. Data came from the 1990-1991…

Ingersoll, Richard M.

20

Teacher Enhancement and Preparation Programs  

NASA Technical Reports Server (NTRS)

These two programs provide opportunities for K-12 teachers of mathematics, science, and technology to spend two weeks at a NASA center learning about aeronautics and space. Participants are selected by peer review from a contracting agent that assists NASA in administering the program. Each teacher receives a stipend that covers the cost of travel, housing, meals, and graduate credit. NEWMAST provides for approximately 100 secondary teachers, and NEWTEST is a program designed to meet the needs of approximately 125 elementary teachers each summer. Teachers are provided with a wide variety of experiences including research laboratory observations, presentations, and 'shadowships'. Individual and team projects are used to enhance the participants knowledge of space and aeronautics and to motivate the teachers to incorporate the summer workshop activities into their classrooms.

1995-01-01

21

How Can We Improve Teacher Quality?  

ERIC Educational Resources Information Center

Research on teacher quality is not definitive. But, we know that developing high-quality teachers requires a multipronged approach: We need to recruit promising teachers. We need to retain and reward effective early career teachers. We need mechanisms to dismiss those who don't improve. We need to focus teacher preparation on the foundations of…

Wilson, Suzanne M.

2011-01-01

22

Teacher Enhancement Institute.  

National Technical Information Service (NTIS)

In a team building, team teaching strategy with four faculty, can learning strategies such as educational technology and problem based learning be provided to forty local teachers of primary, elementary, and secondary students. The impetus for the effort ...

R. W. Simmons

1994-01-01

23

Teacher Quality: Equalizing Educational Opportunities and Outcomes  

ERIC Educational Resources Information Center

The No Child Left Behind (NCLB) teacher quality provisions recognize both the importance of teacher quality for improving student achievement and the unequal distribution of teachers across districts and schools. But the question of how to achieve the goal of a high quality teacher in every classroom is complicated because of the challenges of…

Sunderman, Gail L.; Kim, Jimmy

2005-01-01

24

The Economic Value of Higher Teacher Quality  

ERIC Educational Resources Information Center

Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement. This provides…

Hanushek, Eric A.

2011-01-01

25

On Teachers Quality Decline  

Microsoft Academic Search

Evidence suggests the average ability of teachers to have progressively declined in developed countries over the last decades. Many explanations have been proposed, all suggesting the idea of a lower attractiveness of teaching professions (both in monetary and non monetary terms) with respect to feasible alternative working opportunities. This should apply to women at least, because of the great expansion

Francesco Amodio

2009-01-01

26

Raising the Bar: Ethics Education for Quality Teachers  

ERIC Educational Resources Information Center

Since the 1970s an "ethics boom" has occurred to counter the disappearance of ethics education from tertiary institutions. This "boom" appears to be absent from teacher education programs in Australia and the United States. Given persistent calls to enhance teacher quality this is problematic because quality teaching is inexorably linked to…

Boon, Helen

2011-01-01

27

Teacher Quality Toolkit. 2nd Edition  

ERIC Educational Resources Information Center

The Teacher Quality Toolkit addresses the continuum of teacher learning by providing tools that can be used to improve both preservice, and inservice teacher education. Each chapter provides self assessment tools that can guide progress toward improved teacher quality and describes resources for designing exemplary programs and practices. Chapters…

Lauer, Patricia A.; Dean, Ceri B.; Martin-Glenn, Mya L.; Asensio, Margaret L.

2005-01-01

28

Quality Circles and Classroom Teachers  

Microsoft Academic Search

Quality Circles (QCs), a form of participatory management, have been shown to roduce positive effects on the job satisfaction and performance of workers in industry and in the public sector. These structured, problem-solving oups can be useful in addressing the needs of classroom teachers or improved morale, job satisfaction and job enrichment, and in alleviating job-related stress. Higher morale and

Maruta E. Friedler; Cary Chemiss; Daniel B. Fishman

1992-01-01

29

TEACHER TRAINING, TEACHER QUALITY AND STUDENT ACHIEVEMENT  

Microsoft Academic Search

We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address all of these limitations by estimating models with student,

Douglas N. Harris; Tim R. Sass

2007-01-01

30

Enhancing Teachers' Motivation to Apply Humanist Information Technology Innovations  

ERIC Educational Resources Information Center

This article focuses on the following issue: How can we build a training and support system that would enhance the motivation and capacity of teachers for high-quality implementation of information technology innovations guided by humanist ideas? That is, a system that would not only increase teachers' motivation to apply Humanist Information…

Assor, Avi

2009-01-01

31

Preparing Quality Teachers: Making Learning Visible  

ERIC Educational Resources Information Center

Teacher quality is recognised as a lynchpin for education reforms internationally, and both Federal and State governments in Australia have turned their attention to teacher education institutions: the starting point for preparing quality teachers. Changes to policy and shifts in expectations impact on Faculties of Education, despite the fact that…

McArdle, Felicity

2010-01-01

32

Taking Teacher Quality Seriously: A Collaborative Approach to Teacher Evaluation  

ERIC Educational Resources Information Center

If narrow, test-based evaluation of teachers is unfair, unreliable, and has negative effects on kids, classrooms, and curricula, what's a better approach? By demonizing teachers and unions, and sharply polarizing the education debate, the corporate reform movement has actually undermined serious efforts to improve teacher quality and evaluation.…

Karp, Stan

2012-01-01

33

Developing High-Quality Teachers: Teacher Evaluation for Improvement  

ERIC Educational Resources Information Center

As countries aim to ensure high achievement for all students, improving and sustaining the quality of the teacher workforce is a vital policy priority. Several studies have found that well-designed teacher evaluation systems, aligned with professional learning and development, can contribute to improvements in the quality of teaching and raise…

Looney, Janet

2011-01-01

34

Issues of Quality in Greek Teacher Education.  

ERIC Educational Resources Information Center

A discussion of quality in preservice and inservice teacher education in Greece focuses on the political and social issues that have given it form, differences between preservice training for primary and secondary teachers, changes in inservice education, quality control and assessment, and related research on quality. (SM)

Starida, Mina

1995-01-01

35

Teacher Quality: What You Need to Know  

ERIC Educational Resources Information Center

Once kids walk in the school door, the most important factor for how well they learn is the quality of their teachers. Having good teachers is important for all kids. But it's especially important for kids who are falling behind. Research shows that students who are taught by a really good teacher can make as much as a year and a half's worth of…

Joyce Foundation, 2010

2010-01-01

36

Capacities and Behaviour of Quality Classroom Teachers.  

ERIC Educational Resources Information Center

Summarizes a study focusing on the capacities and behaviors of quality teachers. Identifies several key capacities. Quality teachers possessed high cognitive ability, strong philosophies of education, a bicultural approach, a strong sense of humor, and a well-developed social conscience. Above all, they were child centered and cared about…

Ramsay, Peter; Oliver, Debbie

1995-01-01

37

Assessing the Quality of Teachers' Teaching Practices  

ERIC Educational Resources Information Center

This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and…

Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan

2012-01-01

38

Quality teachers, quality schools: International perspectives and policy implications  

Microsoft Academic Search

Teachers are at the heart of educational improvement. Any benefits that accrue to students as a result of educational policies require the enabling action of teachers. It is for this reason that the OECD, through its Centre for Educational Research and Innovation (CERI), recently undertook a comparative study of policies aimed at improving teacher quality. This paper presents the main

David Stern

1996-01-01

39

The Charisma of the Critical Other: Enhancing the Role of the Teacher.  

ERIC Educational Resources Information Center

Discusses how critical others can enhance teachers' roles. Critical events all have a critical agent plus critical others who provide significant input but have no formal role within the institution. They enhance teachers' roles by providing a charismatic quality and contributing toward the authenticity of teachers' work in many ways. (SM)

Woods, Peter

1993-01-01

40

Pay, working conditions, and teacher quality.  

PubMed

Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of teachers and the transfer of teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when teachers move from school to school. They examine how salaries and student characteristics change when teachers move and also whether turnover affects teacher quality and student achievement. They note that both wages and student characteristics affect teachers' choices and result in a sorting of teachers across schools, but they find little evidence that teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective teachers and on constraints on both entry into the profession and the firing of low performers. The authors conclude that overall salary increases for teachers would be both expensive and ineffective. The best way to improve the quality of instruction would be to lower barriers to becoming a teacher, such as certification, and to link compensation and career advancement more closely with teachers' ability to raise student performance. PMID:17407923

Hanushek, Eric A; Rivkin, Steven G

2007-01-01

41

34 CFR 200.57 - Plans to increase teacher quality.  

Code of Federal Regulations, 2010 CFR

...2010-07-01 false Plans to increase teacher quality. 200.57 Section 200.57...Educational Agencies Qualifications of Teachers and Paraprofessionals § 200.57 Plans to increase teacher quality. (a) State plan....

2010-07-01

42

34 CFR 200.57 - Plans to increase teacher quality.  

Code of Federal Regulations, 2013 CFR

...2013-07-01 false Plans to increase teacher quality. 200.57 Section 200.57...Educational Agencies Qualifications of Teachers and Paraprofessionals § 200.57 Plans to increase teacher quality. (a) State plan....

2013-07-01

43

34 CFR 200.57 - Plans to increase teacher quality.  

Code of Federal Regulations, 2010 CFR

...2009-07-01 false Plans to increase teacher quality. 200.57 Section 200.57...Educational Agencies Qualifications of Teachers and Paraprofessionals § 200.57 Plans to increase teacher quality. (a) State plan....

2009-07-01

44

Supporting Quality Teachers with Recognition  

ERIC Educational Resources Information Center

Value has been found in providing recognition and awards programs for excellent teachers. Research has also found a major lack of these programs in both the USA and in Australia. Teachers receiving recognition and awards for their teaching have praised recognition programs as providing motivation for them to continue high-level instruction.…

Andrews, Hans A.

2011-01-01

45

Teacher Structure and Child Care Quality in Preschool Classrooms  

ERIC Educational Resources Information Center

The present study examined the relationships between teacher structure, teacher behaviors, and child care quality. Participants included 72 female teachers from 44 preschool classrooms. Both a global measure of quality and a measure of teacher-child interaction were utilized. Results showed that a co-teacher structure was associated with higher…

Shim, Jonghee; Hestenes, Linda; Cassidy, Deborah

2004-01-01

46

The Economic Value of Higher Teacher Quality. Working Paper 56  

ERIC Educational Resources Information Center

Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement, which provides…

Hanushek, Eric A.

2010-01-01

47

Teacher Preparation for Quality Teaching  

ERIC Educational Resources Information Center

In this article, the author presents a holistic practice-based approach, consisting of two parts, to preparing candidates for quality teaching. The first part describes the essential knowledge, skills, and habits of mind for quality teaching. The emphasis is on understanding the learning process as influenced by the cultural and experiential…

Hollins, Etta R.

2011-01-01

48

Boundaries and Applications: The Teacher Quality Debate in America  

ERIC Educational Resources Information Center

The teacher quality debate in America remains an important one. Many feel that teachers are leaving teacher preparation programs without the appropriate knowledge and skills to be effective classroom practitioners. School districts have spent a considerable amount of time and economic resources addressing the teacher quality provisions of No Child…

Hodgman, Matthew R.

2012-01-01

49

Quality Teacher Educators = Quality Teachers? Conceptualizing Essential Domains of Knowledge for Those Who Teach Teachers  

ERIC Educational Resources Information Center

Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching…

Goodwin, A. Lin; Kosnik, Clare

2013-01-01

50

Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice  

ERIC Educational Resources Information Center

Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor…

Hill, Heather C.; Umland, Kristin; Litke, Erica; Kapitula, Laura R.

2012-01-01

51

Teacher Quality: From Policy to Practice  

NSDL National Science Digital Library

The No Child Left Behind act requires schools to have "qualified teachers" in every classroom by the 2005-2006 school year. This mandate has made professional development a priority. This article defines quality professional development, describes the six categories of professional development, and provides examples of outstanding programs.

Tugel, Joyce

2004-02-01

52

Governing Quality in Teacher Education: Deconstructing Federal Text and Talk  

ERIC Educational Resources Information Center

Two dueling national agendas characterize discussions surrounding teacher quality and teacher education reform. For professionalists, teacher quality is synonymous with meeting a set of professional standards. For deregulationists, these standards are roadblocks that deter high-quality candidates from pursuing jobs in teaching. Despite differences…

Cohen-Vogel, Lora; Hunt, Hyland

2007-01-01

53

The Relationship between Quality Circles and Teacher Satisfaction.  

ERIC Educational Resources Information Center

The relationship of teacher participation in Quality Circles to teacher satisfaction was examined for 64 elementary school teachers participating in 9 Quality Circle decision-making groups. Participation in the Quality Circles did not meet subjects' needs for achievement, recognition, or growth; and it did not increase job satisfaction. (SLD)

Sherman, Ross

1990-01-01

54

Quality of Summer Teachers Examined  

ERIC Educational Resources Information Center

A hefty body of evidence documents the phenomenon of "summer learning loss," but consensus on the attributes of effective summer intervention, especially when it comes to access to high-quality teaching for students most at risk of falling behind, is only starting to emerge. Now, though, a handful of districts are beginning to wrestle with the…

Sawchuk, Stephen

2011-01-01

55

Quality teaching and learning: a quality assurance framework for initial teacher preparation programmes  

Microsoft Academic Search

Education and the challenges of preparing quality teachers are important priorities in many countries. Singapore is no different. The success of what Singapore hopes to achieve in education depends on the quality of its teachers. Competent and effective teachers help build a strong educational system. In response to the nation's need for quality teachers, the National Institute of Education (NIE),

Sylvia Chong; Pauline Ho

2009-01-01

56

High school teacher enhancement in the sciences  

SciTech Connect

As part of an effort to improve the teaching of science in a four-State region (Alabama, Mississippi, Louisiana, and Texas), the Science and Engineering Alliance (SEA) initiated a series of teacher enhancement workshops in science. The workshops focus on teaching problem solving through experience gained in laboratory, field work, classroom discussions and interactions/debates, critical analysis of the literature, obtaining a greater appreciation of the application of mathematics in science, and interactions with experts in various fields of science.

Mohamed, A. [Jackson State Univ., MS (United States). School of Science and Technology] [Jackson State Univ., MS (United States). School of Science and Technology; Shepard, R.L. [Science and Engineering Alliance, Inc., Washington, DC (United States)] [Science and Engineering Alliance, Inc., Washington, DC (United States)

1997-03-01

57

A Model for Enhancing Morale among Middle School Teachers  

ERIC Educational Resources Information Center

This applied dissertation was designed to enhance the morale among teachers at a middle school that experienced high teacher attrition each year. The solution strategies implemented addressed issues of administrative support, collegiality among teachers, parental involvement, reduction in nonteaching duties, and teacher recognition and…

Postell, Willie A.

2004-01-01

58

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment  

ERIC Educational Resources Information Center

The shared and unique effects of teacher and student reports of teacher-student relationship quality (TSRQ) in second and third grade on academic self-views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and…

Hughes, Jan N.

2011-01-01

59

Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality.  

ERIC Educational Resources Information Center

This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluating teacher licensure tests and examining the use of tests to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure. It also suggests alternatives for developing and assessing…

Mitchell, Karen J., Ed.; Robinson, David Z., Ed.; Plake, Barbara S., Ed.; Knowles, Kaeli T., Ed.

60

Research Experiences in Teacher Preparation: Effectiveness of the Green Bank preservice teacher enhancement program  

NASA Astrophysics Data System (ADS)

The purpose of this study was to examine the effectiveness of the preservice teacher component of the Research Experiences in Teacher Preparation (RETP) project aimed at enhancing teacher perceptions of the nature of science, science research, and science teaching. Data was collected for three preservice teacher groups during the three phases of the program: (I) a one week institute held at the National Radio Astronomy Observatory in Green Bank, West Virginia where teachers performed astronomy research using a 40 foot diameter radio telescope; (II) a secondary science methods course; and (III) student teaching placements. Four Likert-type instruments were developed and administered pre and post-institute to assess changes in perceptions of science, attitudes toward research, concerns about implementing research in the classroom, and evaluation of the institute. Instruments were re-administered following the methods course and student teaching. Observations of classroom students conducting research were completed for seven preservice teacher participants in their student teaching placements. Analysis, using t-tests, showed a significant increase in preservice teachers perceptions of their ability to do research. Preservice teachers were not concerned about implementing research in their placements. No significant change was measured in their understanding of the nature of science and science teaching. Concept maps demonstrated a significant increase in radio astronomy content knowledge. Participants responded that the value of institute components, quality of the research elements, and preparation for implementing research in the classroom were "good" to "excellent". Following the methods course (Phase II) no significant change in their understanding of the nature of science or concerns about implementing projects in the classroom were measured. Of the 7 preservice teachers who were observed implementing research projects, 5 projects were consistent with the Green Bank model. Student teachers who had initiated research in their classrooms had fewer concerns about doing them than those that had not. No significant change was measured in their perceptions of science and science teaching. The RETP project serves as a viable constructivist model for exposing preservice teachers to science research and transferring that experience to the classroom.

Hemler, Debra A.

1997-11-01

61

Quality Teacher Impact on Learning in a Juvenile Correctional Facility  

ERIC Educational Resources Information Center

The purpose of this study was to determine teacher impact upon student learning at a correctional facility for adolescent boys. Improving teacher quality is directly related to the ability to produce higher levels of learning for K-12 students. Providing confirmation that teachers in correctional facilities can facilitate the learning of all…

Feinstein, Sheryl G., Ed.D.; Sorenson, David

2008-01-01

62

Teacher Quality and Attrition in a US School District  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to determine whether teachers with high value-added scores (as a measure of teacher quality) stay or left test grades and subjects in a medium-sized school district. Design/methodology/approach: Panel data for this paper encompass teachers providing math and reading instruction and link to individual students…

Ingle, William Kyle

2009-01-01

63

Teacher Quality Roadmap: Improving Policies and Practices in Springfield, Massachusetts  

ERIC Educational Resources Information Center

At the request of the Massachusetts Business Alliance for Education, and with additional support from the Springfield Business Leaders for Education, the National Council on Teacher Quality (NCTQ) undertook this analysis of teacher policies in the Springfield Public Schools. It is important to consider this examination of teacher policies in the…

National Council on Teacher Quality, 2011

2011-01-01

64

Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement  

ERIC Educational Resources Information Center

Recent educational reforms have promoted accountability systems which attempt to identify "teacher effects" on student outcomes and hold teachers accountable for producing learning gains. But in the complex world of classrooms, it may be difficult to attribute "success" or "failure" to teachers. In this timely collection, leading education…

Kelly, Sean, Ed.

2011-01-01

65

Enhancing Students' Engagement by Increasing Teachers' Autonomy Support  

Microsoft Academic Search

Engagement refers to the behavioral intensity and emotional quality of a person's active involvement during a task. Recognizing the benefits highly engaged people experience, we tested whether classroom teachers could incorporate the relatively foreign concept of autonomy support into their motivating styles as a way to promote their students' engagement during instruction. Teachers in an experimental group and teachers in

Johnmarshall Reeve; Hyungshim Jang; Dan Carrell; Soohyun Jeon; Jon Barch

2004-01-01

66

Enhancing teacher's classroom practice through Teachers' Resource Centres (TRC)  

Microsoft Academic Search

Of late, there have been different arguments for and against short-term professional development courses. These short professional development courses are being conducted using different models or approaches for teacher professional development. One of these models is through Teachers' Resource Centres (TRCs). This is a study of a Teacher Resource Centre in Karachi. The purpose of the research was to study

Moshi Musa Mmanywa

2003-01-01

67

Colonised by Quality? Teacher Identities in a Research-Led Institution  

ERIC Educational Resources Information Center

This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality--for example, whether it has captured the inner assumptive worlds of higher…

Skelton, Alan

2012-01-01

68

Interactive Video Technology: Enhancing Professional Learning in Initial Teacher Education  

ERIC Educational Resources Information Center

The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to…

Marsh, Brian; Mitchell, Nick; Adamczyk, Peter

2010-01-01

69

Enhancing E-Learning through Teacher Support: Two Experiences  

ERIC Educational Resources Information Center

Teachers in e-learning play a crucial role as facilitators of the students' learning experiences. To this end, a teacher needs to monitor, understand and evaluate the activity of the students in the course. What is more, e-learning can be enhanced if tools for supporting teachers in this task are provided. In this paper, two experiences are…

Gaudioso, E.; Hernandez-del-Olmo, F.; Montero, M.

2009-01-01

70

Austin, Texas: An Educator/Business Collaboration in Support of Teacher Compensation Reform. Teacher Compensation and Teacher Quality: Policy Brief  

ERIC Educational Resources Information Center

In its 2009 report "Teacher Compensation and Teacher Quality," the Committee for Economic Development urged business leaders to be active participants in school district deliberations about teacher compensation policies. The Committee for Economic Development (CED) noted that "business leaders can make the case to the public that current policies…

Committee for Economic Development, 2013

2013-01-01

71

Secondary Mathematics Teacher Differences: Teacher Quality and Preparation in a New York City Alternative Certification Program  

ERIC Educational Resources Information Center

Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to…

Evans, Brian R.

2011-01-01

72

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Georgia State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Georgia edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

73

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Kansas State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Kansas edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

74

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Alabama State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Alabama edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

75

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Missouri State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Missouri edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

76

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Illinois State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Illinois edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

77

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Utah State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Utah edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

78

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Maryland State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Maryland edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

79

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. North Dakota State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This North Dakota edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

80

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Wyoming State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Wyoming edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

81

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Louisiana State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Louisiana edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

82

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. New Hampshire State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This New Hampshire edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

83

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Nebraska State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Nebraska edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

84

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Maine State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Maine edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

85

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Colorado State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Colorado edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

86

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Ohio State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Ohio edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

87

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. West Virginia State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This West Virginia edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

88

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Montana State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Montana edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

89

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Arkansas State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Arkansas edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

90

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Alaska State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Alaska edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

91

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Massachusetts State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Massachusetts edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

92

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Idaho State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Idaho edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

93

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Iowa State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Iowa edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

94

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. New Mexico State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This New Mexico edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

95

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. California State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This California edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

96

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Delaware State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Delaware edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

97

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Minnesota State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Minnesota edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

98

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Kentucky State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Kentucky edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

99

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Washington State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Washington edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

100

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Wisconsin State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Wisconsin edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

101

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. New York State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This New York edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

102

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Tennessee State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Tennessee edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

103

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. South Dakota State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This South Dakota edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

104

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Oklahoma State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Oklahoma edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

105

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Oregon State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Oregon edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

106

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. District of Columbia State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This District of Columbia edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies…

National Council on Teacher Quality, 2007

2007-01-01

107

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Hawaii State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Hawaii edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

108

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Michigan State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Michigan edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

109

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Nevada State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Nevada edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

110

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. North Carolina State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This North Carolina edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

111

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Virginia State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Virginia edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

112

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Texas State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Texas edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching…

National Council on Teacher Quality, 2007

2007-01-01

113

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Vermont State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Vermont edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

114

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Rhode Island State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Rhode Island edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

115

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Indiana State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Indiana edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

116

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Arizona State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Arizona edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

117

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Florida State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Florida edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

118

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Connecticut State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Connecticut edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

119

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. New Jersey State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This New Jersey edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

120

State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Mississippi State Summary  

ERIC Educational Resources Information Center

The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Mississippi edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the…

National Council on Teacher Quality, 2007

2007-01-01

121

Teacher Quality in a Changing Policy Landscape: Improvements in the Teacher Pool. Policy Information Report  

ERIC Educational Resources Information Center

The past eight years have seen an unprecedented level of education policy activity focused on issues of teacher quality. Policies have been developed at federal, state, and institutional levels, and include increased institutional reporting of teacher candidates' test scores, the mandate for Highly Qualified Teachers (HQT) in the No Child Left…

Gitomer, Drew H.

2007-01-01

122

Teacher Quality: The Perspectives of NCTE Members  

ERIC Educational Resources Information Center

This article reports the findings of a study examining the National Council of Teachers of English (NCTE) members' perceptions of what is required to become and to remain a highly-qualified teacher of the English language arts. An online survey was conducted to ten NCTE members: five teachers, and five university-based teacher educators. Findings…

Dudley-Marling, Curt; Abt-Perkins, Dawn; Sato, Kyoko; Selfe, Richard (Dickie)

2006-01-01

123

The Determination of Teacher Salary and Quality: An Econometric Analysis.  

ERIC Educational Resources Information Center

This paper applies the Carlsson-Robinson Theory of public employment wages to examine differences in salaries and quality of teachers using data from the Coleman Report. A modified Carlsson-Robinson model of quality determination is complemented with four testable hypotheses of salary determination. Teacher salaries were found to be determined by…

Owen, John D.

124

Conceptualising and Evaluating Teacher Quality: Substantive and Methodological Issues  

ERIC Educational Resources Information Center

Whereas findings from recent research highlight the importance of teacher quality in improving students' academic performances and experiences of schooling, substantive and methodological issues surrounding the conceptualisation and evaluation of "teacher quality" are not well understood. Such deficiencies are particularly evident in claims for…

Ingvarson, Lawrence; Rowe, Ken

2008-01-01

125

Teacher Quality, Appraisal and Development: The Flaws in the IQMS  

ERIC Educational Resources Information Center

This article addresses the issue of how to monitor and develop the quality of teaching in schools by identifying the international lessons of teacher appraisal, monitoring and support systems and by interrogating the recently introduced South African Integrated Quality Management System (IQMS). The aim is to show why teacher monitoring and…

De Clerq, Francine

2008-01-01

126

The Assessment of Mathematics and Science Teacher Quality  

ERIC Educational Resources Information Center

The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the…

Moyer-Packenham, Patricia S.; Bolyard, Johnna J.; Kitsantas, Anastasia; Oh, Hana

2008-01-01

127

The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers  

NSDL National Science Digital Library

The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

Urquhart, Mary; Bober, Kendra M.

2009-07-13

128

Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Schools Keeping Their Best? Working Paper 29  

ERIC Educational Resources Information Center

Most studies that have fueled alarm over the attrition and mobility rates of teachers have relied on proxy indicators of teacher quality, even though these proxies correlate only weakly with student performance. This paper examines the attrition and mobility of early-career teachers of varying quality using value-added measures of teacher

Goldhaber, Dan; Gross, Betheny; Player, Daniel

2009-01-01

129

The Effect of Certification and Preparation on Teacher Quality  

ERIC Educational Resources Information Center

To improve the quality of the teacher workforce, some states have tightened teacher preparation and certification requirements while others have eased requirements and introduced "alternative" ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these seemingly…

Boyd, Donald; Goldhaber, Daniel; Lankford, Hamilton; Wyckoff, James

2007-01-01

130

Teacher Quality: What's Wrong with U.S. Strategy?  

ERIC Educational Resources Information Center

In this commentary, Tucker asserts that countries that perform well on international comparisons of student achievement all take a different approach to ensuring teacher quality than the United States does. These top-performing countries have established high standards for getting into schools of education; they are moving teacher education…

Tucker, Marc

2012-01-01

131

Improving Teacher Quality: A Sociological Presage  

Microsoft Academic Search

\\u000a This chapter examines what sociology brings to studies of teacher effectiveness, and why it is imperative for sociological\\u000a perspectives to be a part of the discussions on teacher accountability systems, measures, and remediation. We begin by reflecting\\u000a on how policy changes of the past decade have dramatically impacted the jurisdictional authority of teachers. Further, we\\u000a explore how this shift is

Barbara Schneider; Erin Grogan; Adam Maier

132

Professional Development: Teachers Use of GIS to Enhance Student Learning  

ERIC Educational Resources Information Center

This article explains a professional development experience of fifth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough…

McClurg, Patricia A.; Buss, Alan

2007-01-01

133

Teacher Learning of Technology-Enhanced Formative Assessment  

ERIC Educational Resources Information Center

"Technology-Enhanced Formative Assessment" (TEFA) is an innovative pedagogy for teaching secondary school science or mathematics with "classroom response system" technology. "Teacher Learning of TEFA" (TLT) is a five year research project studying teacher change in the context of an intensive, sustained, on-site professional development (PD)…

Beatty, Ian D.; Feldman, Allan; Leonard, William J.; Gerace, William J.; St. Cyr, Karen; Lee, Hyunju; Harris, Robby

2008-01-01

134

A Quality Teacher in Every Classroom: Creating a Teacher Evaluation System that Works for California. Perspectives from Accomplished California Teachers  

ERIC Educational Resources Information Center

The dire state of education funding in California and across the nation means stakeholders must be smarter than ever about how they use their resources. Since teacher quality has emerged as one of the most powerful variables in student success, the focus of policy reform must be on building the capacity of teachers--now and in the future--to meet…

National Board Resource Center at Stanford University, 2010

2010-01-01

135

Can Teacher Quality Be Effectively Assessed?  

Microsoft Academic Search

Education research has failed to reach a consensus over which, if any, readily identifiable teacher characteristics are associated with students' learning gains, and it remains an open question whether it is even possible to judge teachers' effectiveness outside of direct observations of their teaching. The National Board for Professional Teaching Standards (NBPTS) was established in 1987 to help address these

Dan Goldhaber

2004-01-01

136

Districts Abandon Grants Targeting Teacher Quality  

ERIC Educational Resources Information Center

Three big-city districts--Chicago, Milwaukee, and New York--have terminated federal grants aimed at promoting performance-based compensation plans and professional development for teachers and principals. Overall, the 2010 Teacher Incentive Fund (TIF) grants to the three districts would have provided an $88 million payout over five years--nearly 7…

Zubrzycki, Jaclyn

2012-01-01

137

Do State Examinations Measure Teacher Quality?  

ERIC Educational Resources Information Center

This study investigates teacher content knowledge of candidates enrolled in an online graduate teacher certification programme. Descriptive data and linear regression were used to draw conclusions about the content area knowledge of individuals in the sample and the significance of the predictors examined. Descriptive data show 1/3 of the 8-12…

Harrell, Pamela Esprivalo

2009-01-01

138

Facing the Classroom Challenge: Teacher Quality and Teacher Training in California's Schools of Education.  

ERIC Educational Resources Information Center

This study examines what makes a high quality teacher, analyzing educators' choices of teaching methodology (teacher-centered or student-centered) and what methods are favored by the California State University (CSU) schools of education. Part 1, "Teaching Methods and the Research Evidence," describes various competing teaching methodologies and…

Izumi, Lance T.

139

The Secretary's Seventh Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom  

ERIC Educational Resources Information Center

This seventh report on the quality of America's teacher preparation programs and novice teachers presents data reported to the U.S. Department of Education (the Department) in October 2007 by all 50 states, the District of Columbia, Puerto Rico and the outlying areas, which include American Samoa, the Federated States of Micronesia, Guam, the…

Office of Postsecondary Education, US Department of Education, 2010

2010-01-01

140

Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development  

ERIC Educational Resources Information Center

Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.

2012-01-01

141

Enhancing Assessment in Teacher Education Courses  

ERIC Educational Resources Information Center

Several faculty members including the author were involved in exploring the implementation and effectiveness of research-based assessment strategies in their undergraduate teacher education courses at a Canadian university. The paper describes the process and the results of their ongoing improvement efforts and implications for teacher education…

Roscoe, Keith

2013-01-01

142

A Corporate Partnership to Enhance Teacher Training  

ERIC Educational Resources Information Center

This article discusses a corporate partnership with SMART Technologies that changed what teacher candidates learned and how they learned. The experience of the partnership has revealed five best practices for implementing white board technology. Teacher training benefits of the partnership are evident in descriptions of three instructional…

Fine, Bethann

2012-01-01

143

Contributions of Regulatable Quality and Teacher-Child Interaction to Children's Attachment Security with Day Care Teachers.  

ERIC Educational Resources Information Center

This study examined regulatable quality and teacher-child interaction and, their influences on the quality of the attachment relationship developed by preschool children with their day care teachers. Observation and interview procedures were completed in 12 classrooms serving 194 preschoolers. Regulatable quality variables included teacher-child…

Clawson, Mellisa A.

144

Annual Report on Teacher Quality Released at the Evaluation Conference in D.C.  

NSDL National Science Digital Library

In a speech at the first annual Teacher Quality Evaluation Conference (recently held in Washington, DC), US Secretary of Education Rod Paige urged all states to radically alter their teacher certification programs by increasing the standards and decreasing the barriers that currently keep many qualified candidates from pursing teaching careers. Paige's speech was based on results of the 78-page report to Congress entitled Meeting the Highly Qualified Teachers Challenge: The Secretary's Annual Report on Teacher Quality. Released Tuesday, June 11, 2002, this document is the first annual report to Congress on the state of teacher quality nationwide, as required by Title II of the Higher Education Act of 1998. The report is based on responses from state reports on teacher quality submitted to the Department of Education, and includes comprehensive data, by state, on certification and license requirements; statewide pass rates on assessments of 1999-2000 graduates preparation programs; number of teachers on waivers or emergency/temporary permits; teacher standards and their alignment with student standards; and state criteria for identifying low-performing schools of education.Like the No Child Left Behind Act, the Secretary's report elicits higher teacher standards in order to enhance the educational process. The report proposes that states require prospective teachers to pass rigorous exams in the subjects they plan to teach. "Research shows that teachers with strong academic backgrounds in specific content areas are more likely to boost the academic performance of their students in those subjects." To lower barriers, the report calls on states and institutions of higher learning to reshape their teacher preparation programs by eliminating some of their rigid certification requirements, such as the massive number of pedagogical courses required. For more information concerning the teacher quality evaluation conference, users may access the first two links above. For a copy of Paige's remarks at the conference and a copy of the report, viewers may access links three and four, respectively. Finally, the fifth link leads to the No Child Left Behind Web site, and the last link opens the Title II home page, which features state reports and other state materials.

Green, Marcia.

2002-01-01

145

Continuous Quality Improvement: Integrating Best Practice into Teacher Education  

ERIC Educational Resources Information Center

Purpose: This paper aims to provide a framework for continuous, quality, low cost professional development opportunities at the university level to improve the quality of the instructional practices and/or curriculum used in the teacher education program. Design/methodology/approach: Background of the design, needs assessment and implementation of…

Edmonds, Carole

2007-01-01

146

Teacher Quality Partnership Novice Teacher Studies Technical Report NTS 10-01 Research Brief 2007-2009  

ERIC Educational Resources Information Center

The purpose of this technical report is to summarize the research methodology of the Novice Teacher Study (NTS) strand of the Teacher Quality Partnership (TQP) research. The Ohio TQP has embarked on a series of research studies to learn more about the characteristics of effective teachers and to identify the patterns of teacher performance in both…

Kinnucan-Wesch, Kathryn; Franco, Suzanne; Hendricks, Martha S.

2010-01-01

147

Enhancing Leadership Quality. TQ Source Tips & Tools: Emerging Strategies to Enhance Educator Quality  

ERIC Educational Resources Information Center

Teaching Quality (TQ) Source Tips & Tools: Emerging Strategies to Enhance Educator Quality is an online resource developed by the TQ Center. It is designed to help education practitioners tap into strategies and resources they can use to enhance educator quality. This publication is based on the TQ Source Tips & Tools topic area "Enhancing

National Comprehensive Center for Teacher Quality, 2008

2008-01-01

148

Triage or Tapestry: Teacher Unions' Work Toward Improving Teacher Quality in an Era of Systemic Reform. A Research Report.  

National Technical Information Service (NTIS)

This report looks at and identifies emerging trends in the roles that teacher unions play in educational reform and improving the quality of teaching. A description of the efforts of six teacher unions to improve teacher quality within the context of the ...

N. Bascia

2003-01-01

149

Teacher-Quality Checklist for School Districts  

ERIC Educational Resources Information Center

Many districts struggle with multiple--and often incompatible--data systems for tracking payroll, collecting teacher evaluations, recruiting and hiring. Aligning these systems and annually assessing where a district stands is the first step towards developing a smart human capital strategy. This checklist outlines the goals, data and questions a…

National Council on Teacher Quality, 2010

2010-01-01

150

[The physician as teacher. Ways to measure the quality of medical training].  

PubMed

Ninety percent of medical students' training is comprised of working and learning in the clinical setting. Good training is the responsibility of the physicians who also work in that setting. It is important that these physicians are aware of what is expected of them in this role. We defined 7 domains for clinical teachers: being a role model, task allocation, planning, providing feedback, teaching methodology, assessment, and personality. There are several feedback instruments for measuring the quality of a clinical teacher, each addressing these seven domains differently. When providing clinical teachers with feedback, written evaluation alone is not sufficient to induce change. Dialogue between residents and their clinical teacher leads to mutual understanding and enhances the effect of feedback. This is beneficial to the individual trainer, training team and the residents. PMID:21988753

Fluit, C R M G Lia; Bolhuis, Sanneke; Stuyt, Paul; Laan, Roland F J M

2011-01-01

151

Assessing the Quality of Clinical Teachers  

PubMed Central

Background Learning in a clinical environment differs from formal educational settings and provides specific challenges for clinicians who are teachers. Instruments that reflect these challenges are needed to identify the strengths and weaknesses of clinical teachers. Objective To systematically review the content, validity, and aims of questionnaires used to assess clinical teachers. Data Sources MEDLINE, EMBASE, PsycINFO and ERIC from 1976 up to March 2010. Review Methods The searches revealed 54 papers on 32 instruments. Data from these papers were documented by independent researchers, using a structured format that included content of the instrument, validation methods, aims of the instrument, and its setting. Results Aspects covered by the instruments predominantly concerned the use of teaching strategies (included in 30 instruments), supporter role (29), role modeling (27), and feedback (26). Providing opportunities for clinical learning activities was included in 13 instruments. Most studies referred to literature on good clinical teaching, although they failed to provide a clear description of what constitutes a good clinical teacher. Instrument length varied from 1 to 58 items. Except for two instruments, all had to be completed by clerks/residents. Instruments served to provide formative feedback ( instruments) but were also used for resource allocation, promotion, and annual performance review (14 instruments). All but two studies reported on internal consistency and/or reliability; other aspects of validity were examined less frequently. Conclusions No instrument covered all relevant aspects of clinical teaching comprehensively. Validation of the instruments was often limited to assessment of internal consistency and reliability. Available instruments for assessing clinical teachers should be used carefully, especially for consequential decisions. There is a need for more valid comprehensive instruments. Electronic supplementary material The online version of this article (doi:10.1007/s11606-010-1458-y) contains supplementary material, which is available to authorized users.

Bolhuis, Sanneke; Grol, Richard; Laan, Roland; Wensing, Michel

2010-01-01

152

Enhancing Teacher Utilization of Complex Instructional Systems.  

ERIC Educational Resources Information Center

This paper describes a research and development effort by Jostens Learning Corporation that resulted in the Renaissance Information Management System (RIMS), an information-management user interface for an integrated learning system that is designed to overcome two major obstacles to the use of computer systems by classroom teachers--limited…

Shore, Ann; Daniel, Dan

153

Enhancing Student Teacher Reflective Practice through Poetry  

ERIC Educational Resources Information Center

This article describes a seminar process in which poetry is used with student teachers to provide a focal point for reflection and introspection. Through this reflection process, students have been able to reflect deeply and personally on their student-teaching experiences, on their own personalities in the context of those experiences, and on…

Cowin, Kathleen M.

2012-01-01

154

Quality Enhancement: An Overview. Program Services Papers.  

ERIC Educational Resources Information Center

Leading a series of in-depth technical assistance papers on improving the quality in early care and education programs, this brochure is designed to help local communities consider the most effective strategies in designing and implementing programs that improve child care quality. A quality enhancement approach is taken whereby communities begin…

North Carolina Partnership for Children, Raleigh.

155

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology  

Microsoft Academic Search

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical\\u000a content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing\\u000a teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence\\u000a gained over the three years demonstrated how the effective use of frameworks

Alister Jones; Judy Moreland

2004-01-01

156

User-Oriented Quality for OER: Understanding Teachers' Views on Re-Use, Quality, and Trust  

ERIC Educational Resources Information Center

We analysed how teachers as users of open educational resources (OER) repositories act in the re-use process and how they perceive quality. Based on a quantitative empirical study, we also surveyed which quality requirements users have and how they would contribute to the quality process. Trust in resources, organizations, and technologies seem to…

Clements, K. I.; Pawlowski, J. M.

2012-01-01

157

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics  

NASA Astrophysics Data System (ADS)

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Pegg, John; Panizzon, Debra

2011-06-01

158

Factors affecting enhanced video quality preferences.  

PubMed

The development of video quality metrics requires methods for measuring perceived video quality. Most of these metrics are designed and tested using databases of images degraded by compression and scored using opinion ratings. We studied video quality preferences for enhanced images of normally-sighted participants using the method of paired comparisons with a thorough statistical analysis. Participants (n=40) made pair-wise comparisons of high definition video clips enhanced at four different levels using a commercially available enhancement device. Perceptual scales were computed with binary logistic regression to estimate preferences for each level and to provide statistical inference of the differences among levels and the impact of other variables. While moderate preference for enhanced videos was found, two unexpected effects were also uncovered: 1) participants could be broadly classified into two groups: a) those who preferred enhancement ("Sharp") and b) those who disliked enhancement ("Smooth") and 2) enhancement preferences depended on video content, particularly for human faces to be enhanced less. The results suggest that algorithms to evaluate image quality (at least for enhancement) may need to be adjusted or applied differentially based on video content and viewer preferences. The possible impact of similar effects on image quality of compressed video needs to be evaluated. PMID:24107400

Satgunam, Prem Nandhini; Woods, Russell L; Bronstad, P Matthew; Peli, Eli

2013-12-01

159

Using wikis to promote quality learning in teacher training  

Microsoft Academic Search

This paper discusses writing as a social practice and speculates on how wikis might be used to promote higher quality academic writing and support collaborative learning. This study of undergraduate teacher trainees’ online learning activities focuses on how shared spaces – wikis – might be used to communicate ideas and generate course?specific content. The study also explored how students, through

Steve Wheeler; Dawn Wheeler

2009-01-01

160

Changes in Teacher Education: The Holy Grail of Quality.  

ERIC Educational Resources Information Center

House Bill 1706, passed by the Oklahoma state legislature in 1980, reflected a concern by the public for improved quality in teacher preparation, and mandated curriculum examinations in subject areas, higher admission requirements, and one year of apprentice teaching, among other significan features. Spurred by the passage of this bill and by…

Lehr, Milt

161

Mentoring and Coaching for Teachers of Science: Enhancing Professional Culture.  

ERIC Educational Resources Information Center

Mentor programs provide an opportunity to foster a professional culture that focuses on improving the teaching, learning, and assessing of science as well as a means to retain highly qualified new and experienced teachers. This paper outlines key strategies, structures, policies, and practices that contribute to developing and sustaining quality

Dunne, Kathy A.; Newton, Anne

162

Enhancers and Inhibitors of Teacher Change among Secondary Physical Educators  

ERIC Educational Resources Information Center

The purpose of this study was to explore enhancers and inhibitors that impacted 4 secondary physical education teachers to make changes in their programs. An interpretivist approach was used to understand the physical educators' change process. Data were collected from document analyses, participant information sheets, interviews, discussion…

Bechtel, Pamela A.; O'Sullivan, Mary

2007-01-01

163

Ongoing quality monitoring and enhancement explained.  

PubMed

The University of Northampton (formerly University College Northampton) was one of five sites selected to pilot ongoing quality monitoring and enhancement (OQME). The process measures the quality of healthcare education programmes provided by academic institutions and clinical learning environments using an integrated and streamlined system. This article describes OQME from a clinical placement perspective. PMID:16986592

Bryan, Justina; Carstairs, Tracey; Hurst, Lesley; Mahendran, Marie

164

Adaptive and Motivated: Psychological Qualities of College Students in Teacher Education Programs in Taiwan  

ERIC Educational Resources Information Center

Teacher quality has been a perennial issue in the field of education. In addition to academic ability, psychological and motivational characteristics are regarded as increasingly important dimensions of teacher quality. This study has established a multidimensional framework of teacher quality including social competency, adaptive ability and…

Wang, Hsiou-huai

2012-01-01

165

The Relationship between Teacher Beliefs and Practices, and Head Start Classroom Quality.  

ERIC Educational Resources Information Center

Examined Head Start teacher beliefs and self-reported practices as they related to classroom quality. Found that teachers in the low classroom quality group tended to respond more favorably to statements about inappropriate beliefs and practices than those teachers in either the high or average quality classrooms. Findings support providing…

McCarty, Frances; Abbott-Shim, Martha; Lambert, Richard

2001-01-01

166

Hotel Indoor Air Quality Enhancement: Research Agenda  

Microsoft Academic Search

The article reports on the penetration of polluted outdoor air into hotels and the subsequent deterioration of indoor air quality (IAQ). Little attention has been paid to the severity of this problem. Thus, the study specifically aims to assess the determinants to enhance IAQ in hotels and suggest a future research direction relating to IAQ enhancement. Evidence from recent air

Wilco W. Chan

2012-01-01

167

A HOUSSE Built on Quicksand? Exploring the Teacher Quality Conundrum for Secondary Special Education Teachers  

ERIC Educational Resources Information Center

In this study, the authors focus on one highly contested provision of the No Child Left Behind Act, which allows states flexibility in how the quality of teachers is defined and evaluated: the high, objective, uniform state standard of evaluation (HOUSSE) option. They conducted a national survey of representatives from each state to explore how…

Drame, Elizabeth R.; Pugach, Marleen C.

2010-01-01

168

The Stability of Value-Added Measures of Teacher Quality and Implications for Teacher Compensation Policy. Brief 4  

ERIC Educational Resources Information Center

There is little doubt that teacher quality is a key determinant of student achievement, but finding ways to identify and reward the best teachers has proven illusive. This research brief considers the stability of value-added measures of teacher effectiveness over time and the resulting implications for the design and implementation of…

Sass, Tim R.

2008-01-01

169

Exploring the Relationship between Prior Career Experience and Instructional Quality among Mathematics and Science Teachers in Alternative Teacher Certification Programs  

ERIC Educational Resources Information Center

This mixed-method evaluation study examines relationships between the nature and characteristics of teachers' prior experiences and teachers' practice of standards-based instruction as a measure of instructional quality among alternatively certified mathematics and science teachers. The study found that career length, number of prior careers, and…

Paredes Scribner, Jay; Akiba, Motoko

2010-01-01

170

An evaluation of the 1997 JPL Summer Teacher Enhancement Program  

SciTech Connect

There were two major components in the Jet Propulsion Laboratory (JPL) Summer Teacher Enhancement Project (STEP). First, the Summer Institute was structured as a four-week, 4-credit-unit University course for middle school science teachers, and consisted of workshops, lectures, labs, and tours as activities. The second component consists of follow-up activities related to the summer institute's contents, and again is structured as a University credit-bearing course for participants to reinforce their summer training. Considerable information from the comments and course ratings as given by the participants is included.

Slovacek, Simeon P.; Doyle-Nichols, Adelaide R.

1997-10-20

171

Using authentic intellectual assessment to determine level of instructional quality of teacher practice of new elementary school teachers based on teacher preparation route  

NASA Astrophysics Data System (ADS)

This study was designed to determine whether or not differences existed in the effectiveness between teachers from traditional and alternative teacher preparation routes. The NCLB requirement of having a highly qualified teacher in every classroom has brought close attention to the assessment of teacher effectiveness and the preparation of teacher candidates. The study population included elementary school teachers, within their first three years of teaching who taught science, from five southeastern Virginia schools. For this study, an authentic intellectual assessment rubric created by Newmann, Bryk, and Nagaoka (1997) was utilized to measure teacher effectiveness in terms of the level of instructional quality of new teachers. Chi-square and t test analyses were conducted to investigate the difference between scores of science lesson assignments of new elementary teachers based on type of teacher preparation route the teachers completed. The critical finding of the study was that whereas there were no statistically significant differences in the science assignment scores between traditionally and alternatively prepared teachers, there were significant weaknesses in all teacher participants in the areas of construction of knowledge and connection to students' lives. The results of this study have implications for teachers, teacher preparation routes, teacher development coordinators of school divisions, and those in charge of instructional policies.

Cassidy, Kimberly E.

172

Summer Opportunities-Teacher Enhancement (NSF 96-89)  

NSF Publications Database

ALASKA Anchorage School District POLARIS: Project on Leading Alaska Reform in Science Principle Investigator: Robert Nanney Open to the public: No DESCRIPTION: POLARIS is a four-year secondary science teacher enhancement project funded by the National Science Foundation reinforced by support from five Alaska school systems (Alaska Gateway, Anchorage, Fairbanks, Kenai and Mat-Su), public agencies, universities, and industries. University of Arizona University of Arizona Biology Teaching ...

173

Life in the Fast Track: How States Seek to Balance Incentives and Quality in Alternative Teacher Certification Programs  

ERIC Educational Resources Information Center

The prospect of overseeing the rapid preparation of many participants in fast-track alternative certification programs presents several challenges for state education officials who seek to maintain, or even enhance, the quality of the state's teaching force. This study examined a range of fast-track alternative teacher certification programs in 11…

Johnson, Susan Moore; Birkeland, Sarah E.; Peske, Heather G.

2005-01-01

174

Improving Teacher Quality 2007 Grant Awards. Commission Report 07-23  

ERIC Educational Resources Information Center

The Improving Teacher Quality Program recently concluded its 2007 competition to select grantees who will provide high-quality teacher professional development over the next several years. Teachers in grades K-2 were the focus of this year's Request for Proposals (RFP). As required in the last two rounds of competition, the selected projects must…

California Postsecondary Education Commission, 2007

2007-01-01

175

Ethnicity and Gender and the Quality of Teacher-Child Attachment Relationships.  

ERIC Educational Resources Information Center

This study examined how a teacher's attachment history influenced the quality of the teacher-child attachment relationship, and how racial differences between teacher and child influence the quality of the attachment relationship. Participating were 55 undergraduate education majors entering their final field placement. The sample was mostly…

Kesner, John E.

176

Teacher Quality, Professionalism and Professional Development: Findings from a European Project  

ERIC Educational Resources Information Center

This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…

Hilton, Gillian; Flores, Maria Assunçăo; Niklasson, Laila

2013-01-01

177

Teacher Quality in Educational Production. Tracking, Decay, and Student Achievement. NBER Working Paper No. 14442  

ERIC Educational Resources Information Center

Growing concerns over the achievement of U.S. students have led to proposals to reward good teachers and penalize (or fire) bad ones. The leading method for assessing teacher quality is "value added" modeling (VAM), which decomposes students' test scores into components attributed to student heterogeneity and to teacher quality. Implicit in the…

Rothstein, Jesse

2008-01-01

178

Teacher Beliefs and Classroom Structure as Influences on Head Start Classroom Quality.  

ERIC Educational Resources Information Center

This study investigated the characteristics and beliefs of Head Start teachers and teacher aides and the classroom structural dimensions that are associated with Head Start classroom quality. The quality of classroom teaching practices was assessed using the Assessment Profile for Early Childhood Programs: Research Version. Teachers completed the…

Abbott-Shim, Martha; Lambert, Richard; McCarty, Frances

179

Mentoring for Quality Improvement: A Case Study of a Mentor Teacher in the Reform Process  

ERIC Educational Resources Information Center

As qualified teachers are central to children receiving a high-quality preschool education, many policy initiatives aimed at improving program quality are thwarted when insufficient attention is paid to the professional development of the workforce. One response to this issue has been to create teacher leadership roles so that teachers mentor…

Ryan, Sharon; Hornbeck, Amy

2004-01-01

180

The Production of Quality Teachers to Boost the Efficiency of Nigeria's Education System  

ERIC Educational Resources Information Center

All nations are desirous of quality education to engineer and consolidate their developmental process. Since teachers implement education policy and programmes, they exert great influence on the quality of the educational output. Teacher training institutions and programmes designed for the education of teachers have been on the increase since…

Ayodele, J. B.; Akindutire, I. O.

2009-01-01

181

Design and Implementation of Two Two-Week Teacher Enhancement Institutes.  

National Technical Information Service (NTIS)

During this summer, I have been part of a four team effort that planned and executed two two-week Teacher Enhancement Institutes (TEI) for 40 K-8 teachers from this area. The TEI was designed to enhance teachers' background in aeronautics and technology s...

L. Lambert

1994-01-01

182

School-Based Accountability and the Distribution of Teacher Quality across Grades in Elementary School  

ERIC Educational Resources Information Center

We use North Carolina data to explore whether the quality of teachers in the lower elementary grades (K-2) falls short of teacher quality in the upper grades (3-5) and to examine the hypothesis that school accountability pressures contribute to such quality shortfalls. Our concern with the early grades arises from recent studies highlighting how…

Fuller, Sarah C.; Ladd, Helen F.

2013-01-01

183

Local Amenities, Unobserved Quality, and Market Clearing: Adjusting Teacher Compensation to Provide Equal Education Opportunities  

ERIC Educational Resources Information Center

Local school districts differ in their ability to pay for teacher quality, and in the amenities they offer as places to live and work. Market clearing with heterogeneous quality yields geographically varying teacher salary levels that confound scarcity with unobserved differences in quality. The paper discusses identification and estimation of a…

Tuck, Bradford; Berman, Matthew; Hill, Alexandra

2009-01-01

184

Exploring Teacher Knowledge and Actions Supporting Technology-Enhanced Teaching in Elementary Schools: Two Approaches by Pre-Service Teachers  

ERIC Educational Resources Information Center

Two approaches to teaching with technology to highlight practice-based teacher knowledge and actions for teaching technologically enhanced lessons are presented. Participants were two elementary pre-service teachers teaching during practicum. Qualitative data sources included verbatim transcripts of participant interviews, field notes of planning…

Figg, Candace; Jamani, Kamini Jaipal

2011-01-01

185

The Effect of Wage Compression and Alternative Labor Market Opportunities on Teacher Quality in Venezuela  

ERIC Educational Resources Information Center

This paper examines the effect of teacher relative wages and teacher wage dispersion on high school graduates' preferences for teaching majors in College. This approximation to teacher quality is appropriate in a country like Venezuela as opposed to the US since the rigidity of the tertiary school system significantly limits mobility between…

Ortega, Daniel E.

2010-01-01

186

The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context  

ERIC Educational Resources Information Center

In exploring the quality of schools' social system, this study provides insight into in which types of schools students may encounter barriers in developing supportive teacher-student relationships because of teachers exposing low levels of trust in students. Student culture and teachability perceptions are assessed as incentives for teachers'…

Van Maele, Dimitri; Van Houtte, Mieke

2011-01-01

187

Associations with Teacher Education, Experience, and Program Characteristics in Quality Early Childhood Programming  

ERIC Educational Resources Information Center

Researchers have investigated the impact of teacher education and experience on child care quality; however, findings have been inconsistent. This study used archived data originating from Pennsylvania's Keystone STARS program. The sample included 617 infant or toddler classrooms with 1356 teachers and 887 preschool classrooms with 1915 teachers.…

Lawrence, Debra L.

2010-01-01

188

An Experiment to Test the Feasibility and Quality of a Web-Based Questionnaire of Teachers  

ERIC Educational Resources Information Center

The use of web-based surveys to gather information from teachers has become increasingly common primarily based on the premise that they can reduce costs. Yet, relatively, little is known about the quality or cost effectiveness of web-based versus mail surveys for teachers. To study the efficacy of web-based teacher surveys, the author randomly…

Jacob, Robin Tepper

2011-01-01

189

Interpret With Caution: The First State Title II Reports on the Quality of Teacher Preparation.  

ERIC Educational Resources Information Center

In enacting new teacher quality provisions in the Higher Education Act, Congress intended to increase clarity and consistency of public reporting about the status of teacher education programs and ensure that states establish accountability measures for teacher preparation institutions. Beginning in 2001, states must report yearly data on six…

Huang, Sandra; Yi, Yun; Haycock, Kati

190

Reflections upon Teacher Education in Severe Difficulties in the USA: Shared Concerns about Quantity and Quality  

ERIC Educational Resources Information Center

In this article, Phyllis Jones of the Department of Special Education at the University of South Florida and Elizabeth West from the University of Washington explore key issues in respect to teacher education for teachers who teach pupils with severe and profound learning difficulties in the USA. Issues relating to quantity and quality of teachers

Jones, Phyllis; West, Elizabeth

2009-01-01

191

Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers  

ERIC Educational Resources Information Center

The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers' emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited…

Hosotani, Rika; Imai-Matsumura, Kyoko

2011-01-01

192

The Evidence of Social Justice: New Notions of "Quality" for Urban teachers  

ERIC Educational Resources Information Center

This article presents a new notion of teacher "quality" and defines the progressive outcomes upon which urban teacher preparation might be founded. The paper includes a description of the masters licensure program with which the authors are involved and the program's portfolio system that assesses future urban teachers' integration of this social…

Zenkov, Kristien; Corrigan, Diane

2008-01-01

193

Improving Teacher Quality: Ideological Perspectives and Policy Prescriptions.  

ERIC Educational Resources Information Center

Reviews ideological debates over teacher education, the possible effects of professionalization, and chief criticisms of teacher education programs: incoherent curriculum, generic preparation, out-of-touch faculty, ideological influences, and institutional ineffectiveness. Outlines specific recommendations for teacher educators, school…

Lasley, Thomas J., II; Bainbridge, William L.; Berry, Barnett

2002-01-01

194

Science Teachers' Perspectives of Web-Enhanced Problem-Based Learning Environment: A Qualitative Inquiry.  

ERIC Educational Resources Information Center

This study investigated and described the perspectives of science teachers who integrated a Web-enhanced problem-based learning model into their classrooms. The study examined: (1) teachers' pedagogical beliefs; (2) the roles of teachers; (3) the use of Web resources; and (4) the degree of increased student engagement. This qualitative study used…

Kim, Younghoon; Grabowski, Barbara L.; Song, Hae-Deok

195

Peer Assessment as a Learning Tool for Enhancing Student Teachers' Preparation  

ERIC Educational Resources Information Center

This study investigates how peer assessment contributes to enhancing student teachers' preparation during field experience. A semi-structured interview was conducted with 72 student teachers. The findings showed that the student teachers have positive beliefs about peer assessment. They think that it can be beneficial if some changes are made in…

Al-Barakat, Ali; Al-Hassan, Omayya

2009-01-01

196

Responding to Teacher Quality and Accountability Mandates: The Perspective of School Administrators and Classroom Teachers  

Microsoft Academic Search

In this article, we examine how the federal, state, and district policy environments affect the decisions and work of principals and teachers. Specifically, we examine principal and teacher perceptions of policies and practices focused on: (1) increasing the overall supply of qualified teachers; (2) recruiting qualified teachers; (3) distributing qualified teachers to hard-to-staff schools and subject areas; and (4) retaining

Christopher Roellke; Jennifer King Rice

2008-01-01

197

Practical quality metrics for resolution enhancement software  

NASA Astrophysics Data System (ADS)

The past few years have seen an explosion in the application of software techniques to improve lithographic printing. Techniques such as optical proximity correction (OPC) and phase shift masks (PSM) increase resolution and CD control by distorting the mask pattern data from the original designed pattern. These software techniques are becoming increasingly complicated and non-intuitive; and the rate of complexity increase appears to be accelerating [1]. The benefits of these techniques to improve CD control and lower cost of ownership (COO) is balanced against the effort required to implement them and the additional problems they create. One severe problem for users of immature and complex software tools and methodologies is quality control, [2] as it ultimately becomes a COO problem. Software quality can be defined very simply as the ability of an application to meet detailed customer requirements. Software quality practice can be defined as the adherence to proven methods for planning, developing, testing and maintaining software. Although software quality for lithographic resolution enhancement is extremely important, the understanding and recognition of good software development practices among lithographers is generally poor. We therefore start by reviewing the essential terms and concepts of software quality that impact lithography and COO. We then propose methods by which semiconductor process and design engineers can estimate and compare the quality of the software tools and vendors they are evaluating or using. We include examples from advanced process technology resolution enhancement work that highlight the need for high-quality software practices, and show how to avoid many problems. Note that, although several authors have worked in software application development, our analysis here is somewhat of a black box analysis. The black box is the software development organization of an RET software supplier. Our access to actual developers within these organizations is very limited. In so far as our comments with respect to the internal workings of these development organizations go, we rely on the interactions we have had with applications engineers and other technical specialists who provide our interface to the development organizations.

Boone, Robert E.; Lucas, Kevin; Wynd, Raphael; Boatright, Mike; Thompson, Matthew A.; Reich, Alfred J.

2003-06-01

198

Teacher Teams: Exploring Job Characteristics and Work-Related Outcomes of Work Group Enhancement  

Microsoft Academic Search

This study explores how teacher teams (work group enhancement) influence teachers’ work characteristics and other work-related variables. The study uses a comparative design to test differences between teamed and nonteamed teachers on work characteristics and work-related variables suggested by Hackman and Oldham’s job characteristics model. The study results suggest that teachers whose jobs have a work group emphasis (interdisciplinary teams)

Diana G. Pounder

1999-01-01

199

How Does Teacher Quality Matter? The Effect of Teacher–Parent Partnership on Early Childhood Performance in Public and Private Schools  

Microsoft Academic Search

This study explores how teacher matters in improving early childhood performance in US kindergartens. We find that it is what teachers do rather than the credentials they hold that matters. Different from previous research on the effect of teacher quality on student achievement, this paper first rejected the common practice of using teacher credentials, such as degree levels and certificate

Zeyu Xu; Charisse A. Gulosino

2006-01-01

200

The Cost-Effectiveness of Raising Teacher Quality  

ERIC Educational Resources Information Center

Econometric studies suggest that student achievement may be improved if high-performing teachers are substituted for low-performing teachers. Drawing upon a recent study linking teacher performance on licensure exams with gains in student achievement, an analysis was conducted to determine the cost-effectiveness of requiring teacher applicants to…

Yeh, Stuart S.

2009-01-01

201

Teacher Loyalty of Elementary Schools in Taiwan: The Contribution of Gratitude and Relationship Quality  

ERIC Educational Resources Information Center

Gratitude was an important missing factor in the extant relationship quality and relationship loyalty model. We introduced gratitude into the model of relationship quality and relationship loyalty. Two hundred and eighteen teachers from elementary schools in Taiwan were used to conduct an empirical research. The results show that teachers'…

Ting, Shueh-Chin; Yeh, Liang-Yin

2014-01-01

202

Tapping the Potential: Retaining and Developing High-Quality New Teachers  

ERIC Educational Resources Information Center

There is growing consensus that the single most important factor in determining student performance is the quality of the teacher. Therefore, if the national goal of providing an equitable education to children across this nation is to be met, it is critical that efforts be concentrated on developing and retaining high-quality teachers in every…

Alliance for Excellent Education, 2010

2010-01-01

203

The Improving Teacher Quality Program: 2008 Grants and Current Research. Commission Report 08-17  

ERIC Educational Resources Information Center

Every year, the Improving Teacher Quality State Grants Program issues a Request for Proposals (RFP) to award funds provided annually from the federal No Child Left Behind Act of 2001. In recent years, each RFP has focused on a specific objective tied to state priorities in teacher quality. Six grants were awarded in 2008: (1) Bell Gardens Science…

California Postsecondary Education Commission, 2008

2008-01-01

204

Attitudes of German Teachers and Students towards Public Online Ratings of Teaching Quality  

ERIC Educational Resources Information Center

Introduction: Rating scales evaluating the quality of teaching are widely used by academic institutions and have become increasingly popular in the World Wide Web. This study examines teachers' and teacher-education students' knowledge and experience with public online ratings of teaching quality and their attitude towards them. Method: Based on…

Hinz, Arnold

2011-01-01

205

Humanistic Qualities of the Teacher as Perceived by Undergraduate Students in Bahrain and Kuwait  

ERIC Educational Resources Information Center

The objective of this study was to identify the main qualities of the teacher as a person as perceived by university students in Bahrain and Kuwait. A 25-item questionnaire, which reflected the basic humanistic qualities of the teacher as related to effective teaching, was designed and then administered to a random sample of 520 students enrolled…

Al-Musawi, Nu'man; Karam, Ebraheem M.

2011-01-01

206

The Role of Domain Expertise in Beginning Special Education Teacher Quality  

ERIC Educational Resources Information Center

This study explored beginning special education teacher quality and the role that knowledge and skill for teaching reading plays in defining quality. The authors examined the relationship between beginning teachers' knowledge for teaching reading and their classroom practices during reading instruction and, further, relationships between classroom…

Brownell, Mary T.; Bishop, Anne G.; Gersten, Russell; Klinger, Janette K.; Penfield, Randall D.; Dimino, Joseph; Haager, Diane; Menon, Shailaja; Sindelar, Paul T.

2009-01-01

207

Value-Added and Other Measures of Teacher Quality: Policy Uses and Policy Validity  

ERIC Educational Resources Information Center

School districts, individual schools, and education policies all contribute to student achievement. But it can be argued that the most important contributing factor is the quality of the teacher in the classroom. Evaluating teacher quality is complicated, yet it has become even more important with the testing and assessment focus of No Child Left…

Education Digest: Essential Readings Condensed for Quick Review, 2008

2008-01-01

208

From Quality Assurance to Quality Enhancement in the European Higher Education Area  

ERIC Educational Resources Information Center

This article focuses on recent trends in quality assurance initiatives, analyses how the European Higher Education Area promotes quality enhancement mechanisms and their implications for quality cultures in universities. It presents and discusses two approaches towards quality enhancement both at the institutional and programme level: 1. Quality

Gvaramadze, Irakli

2008-01-01

209

How Does Teacher Quality Matter? The Effect of Teacher--Parent Partnership on Early Childhood Performance in Public and Private Schools  

ERIC Educational Resources Information Center

This study explores how teacher quality matters in improving early childhood performance in US kindergartens. We find that it is what teachers do rather than the credentials they hold that matters. Different from previous research on the effect of teacher quality on student achievement, this paper first rejected the common practice of using…

Xu, Zeyu; Gulosino, Charisse A.

2006-01-01

210

Science Education Reform: The Impact of Teacher Enhancement & Curriculum Implementation on Student Performance, 1995-2001.  

ERIC Educational Resources Information Center

The National Research Council (NRC) initiated the first reform movement in 1994 in order to increase student achievement, provide curriculum reform, and involve teacher enhancement programs. This document reports on a study with qualitative and quantitative components that evaluated the results of the impacts of teacher enhancement and curriculum…

Lawrenz, Frances; Huffman, Douglas

211

Teacher Education and Teacher Shortages: The Conflict between Quality and Growth in Teacher Education in Developing Settings.  

ERIC Educational Resources Information Center

Teacher educators everywhere are examining programs and delivery modes as a result of a decade of studies and commissions on the reform of teacher education. However, for teacher education policy makers in settings like Mauritius there are two special issues to be considered in the examination of the teacher education process. The first relates to…

Marshall, D. G.

212

Responding to Teacher Quality and Accountability Mandates: The Perspective of School Administrators and Classroom Teachers  

ERIC Educational Resources Information Center

In this article, we examine how the federal, state, and district policy environments affect the decisions and work of principals and teachers. Specifically, we examine principal and teacher perceptions of policies and practices focused on: (1) increasing the overall supply of qualified teachers; (2) recruiting qualified teachers; (3) distributing…

Roellke, Christopher; Rice, Jennifer King

2008-01-01

213

An Alternative View of Quality Assurance and Enhancement  

ERIC Educational Resources Information Center

This paper attempts to deal with the elusive nature of quality in quality management, using a case study to examine quality control measures implemented in an academic context and to show an emergent framework for quality enhancement. This paper introduces the concept of the ecology of quality assurance and examines efforts to maintain and advance…

Wong, Viola Yuk-Yue

2012-01-01

214

Revitalizing Teacher-Made Tests: Quality Control Procedures.  

ERIC Educational Resources Information Center

This paper offers college teachers guidelines for improving their teacher made tests. It notes that teachers may focus on how well students have learned course objectives while being unaware of how the testing process itself contributes to the results obtained. The paper reports the results of a test-taking workshop designed to improve college…

Talbot, Gilles L.

215

Developing Evidence & Gathering Data about Teacher Education Program Quality  

ERIC Educational Resources Information Center

Linking teacher practice to pupil outcomes has proven challenging for teacher educators. Methodological problems occur when linking individual teacher actions with subsequent pupil performance, including substantial intervening variables, questions about appropriate measures of student learning, issues regarding the lack of test standardization…

American Association of State Colleges and Universities, 2007

2007-01-01

216

Quality of Distance Education in Turkey: Preschool Teacher Training Case  

ERIC Educational Resources Information Center

Distance education is used for teacher training at different levels and fields in Turkey. Launched in the 2000-2001 academic year and still applied by Anadolu University, the Pre-School Teacher Training Program is one of those programs offered by distance education. This study aims to evaluate Anadolu University's Preschool Teacher Training…

Gultekin, Mehmet

2009-01-01

217

Enhancement and quality control of GOES images  

NASA Astrophysics Data System (ADS)

The new generation of Geostationary Operational Environmental Satellites (GOES) have an imager instrument with five multispectral bands of high spatial resolution,and very high dynamic range radiance measurements with 10-bit precision. A wide variety of environmental processes can be observed at unprecedented time scales using the new imager instrument. Quality assurance and feedback to the GOES project office is performed using rapid animation at high magnification, examining differences between successive frames, and applying radiometric and geometric correction algorithms. Missing or corrupted scanline data occur unpredictably due to noise in the ground based receiving system. Smooth high resolution noise-free animations can be recovered using automatic techniques even from scanline scratches affecting more than 25 percent of the dataset. Radiometric correction using the local solar zenith angle was applied to the visible channel to compensate for time- of-day illumination variations to produce gain-compensated movies that appear well-lit from dawn to dusk and extend the interval of useful image observations by more than two hours. A time series of brightness histograms displays some subtle quality control problems in the GOES channels related to rebinning of the radiance measurements. The human visual system is sensitive to only about half of the measured 10- bit dynamic range in intensity variations, at a given point in a monochrome image. In order to effectively use the additional bits of precision and handle the high data rate, new enhancement techniques and visualization tools were developed. We have implemented interactive image enhancement techniques to selectively emphasize different subranges of the 10-bits of intensity levels. Improving navigational accuracy using registration techniques and geometric correction of scanline interleaving errors is a more difficult problem that is currently being investigated.

Jentoft-Nilsen, Marit; Palaniappan, Kannappan; Hasler, A. Frederick; Chesters, Dennis

1996-10-01

218

Enhancing Pedagogical Content Knowledge in Preservice Science Teachers  

ERIC Educational Resources Information Center

Preservice teachers are key element to shape students' attributes and key factor affecting to motivate students to have achievement in learning behaviors. This study aims to investigate pedagogical content knowledge of preservice teachers. Forty three preservice science teachers participated the study, inquiry-based instruction was implemented in…

Nuangchalerm, Prasart

2012-01-01

219

Enhancing Preservice Teacher Development: Field Experiences with Gifted Students  

ERIC Educational Resources Information Center

During 3 field experience visits, 23 elementary preservice teachers implemented mathematical problem-solving tasks with grade 3-6 gifted students. Researchers investigated what the teachers learned about gifted students regarding student characteristics, mathematical problem-solving tasks, and pedagogy. Each teacher completed a pre- and…

Chamberlin, Michelle T.; Chamberlin, Scott A.

2010-01-01

220

Formative Assessment of Teacher Learning: Issues about Quality, Design Characteristics and Impact on Teacher Learning  

ERIC Educational Resources Information Center

deeper understanding of assessment of, as, and for teaching. The alert reader might have noticed that the title of this author's contribution is not "Formative Assessment of Teachers", but "Formative Assessment of Teacher Learning". In her opinion…

Smith, Kari

2013-01-01

221

Good Teachers on Dangerous Ground: Towards a New View of Teacher Quality and Professionalism  

ERIC Educational Resources Information Center

Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholar-teacher, to…

Connell, Raewyn

2009-01-01

222

Using Microteaching to Enhance Teacher Efficacy in Pre-Service Teachers  

ERIC Educational Resources Information Center

This study examined pre-service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. Three hundred and fifteen pre-service teachers completed the teacher efficacy survey and additional qualitative questions at Time 1 and 208 completed the survey and questions at…

Mergler, Amanda G.; Tangen, D.

2010-01-01

223

A Phenomenological Research Study of the Experience of Teachers in the Virgin Islands Teacher Enhancement in Mathematics and Science Project  

NASA Astrophysics Data System (ADS)

The purpose of conducting this study was to describe the experience of elementary teachers in a mathematics and science staff development project in the U.S. Virgin Islands. The focus of this study was to describe the meaning teachers attribute to their experience in this three year project, in which many of the national mathematics and science reform efforts were implemented. A phenomenological approach was used in order to develop a complete picture of the teachers' experiences. Data collection consisted of interviews with seven elementary teachers. The data were subjective descriptions of the teachers pertaining to the initial summer institute, the follow-up sessions, and the new innovative methods. The transcendental phenomenological model was used. The textural and structural themes included enhanced learning and changes in teaching practice, and interactions with colleagues. From these themes, individual and composite textual descriptions of the experience of the teacher participants were developed. The synthesis of those descriptions illuminated the meanings and essence of their lived experience. The findings indicate that the essence of the experience was the development of a positive attitude towards the teaching of math and science. The teachers gained confidence in their ability to motivate students with the inquiry method and taught more math and science. The implications for the Virgin Islands Department of Education include establishing a partnership with the local university to offer staff development training in mathematics and science and to conduct evaluations of its training efforts.

Thurland, Karen C.

224

Improving Teacher Quality Program: 2009 Grants and Current Activity. Report 09-24  

ERIC Educational Resources Information Center

California Postsecondary Education Commission's (CPEC's) Improving Teacher Quality State Grants Program (ITQ) awards $8 million annually to support university-based teacher professional development projects. The program is funded by the federal No Child Left Behind Act of 2001. CPEC awards these grant funds through a competitive process involving…

Sidarous, Natalie

2009-01-01

225

Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model  

ERIC Educational Resources Information Center

The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers.…

Brownell, Mary T.; Sindelar, Paul T.; Kiely, Mary Theresa; Danielson, Louis C.

2010-01-01

226

Linkage between Teacher Quality, Student Achievement,and Cognitive Skills: A Rule-Space Model  

ERIC Educational Resources Information Center

The topic of teacher credentials and student performance is revisited in an international setting using the TIMSS-99 data. The lack of consistent positive link between credentials and performance can be explained via three routes: measurement problem of ''teacher quality'' input, measurement problem of ''student outcomes'', and the production…

Xin, T.; Xu, Z.; Tatsuoka, K.

2004-01-01

227

Missed Opportunities: How We Keep High-Quality Teachers out of Urban Classrooms.  

ERIC Educational Resources Information Center

This report examines urban district hiring practices and their effect on applicant attrition and teacher quality, analyzing data from four hard-to-staff urban districts collected via telephone surveys with applicants who left for other districts, written surveys, focus groups with preservice and inservice teachers, and applicant tracking data.…

Levin, Jessica; Quinn, Meredith

228

Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching  

Microsoft Academic Search

In this paper, we describe the results of a study assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of teacher quality, and whether completing the NBPTS assessment process serves as

Dan Goldhaber; Emily Anthony

2007-01-01

229

Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices  

ERIC Educational Resources Information Center

Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax.…

Pham, Ly Ngoc Khanh; Hamid, M. Obaidul

2013-01-01

230

Getting beyond Talk: State Leadership Needed To Improve Teacher Quality. Educational Benchmarks 2000 Series.  

ERIC Educational Resources Information Center

This report restates selected Southern Regional Education Board policy recommendations on teacher quality since the early 1980s, outlines key policy areas that need attention, and provides examples of state actions to make needed changes. Regarding teacher preparation, the report discusses university responsibility, partnerships with schools, and…

Cornett, Lynn M.

231

Teacher Quality and Student Performance in New York City's Low-Performing Schools.  

ERIC Educational Resources Information Center

Evaluated achievement data on low- and high-performing urban elementary and middle school students and data on teacher characteristics, investigating relationships between teacher quality and student achievement. While poverty and minority status may have negatively influenced school achievement, they were exacerbated by stresses created by the…

Ascher, Carol; Fruchter, Norm

2001-01-01

232

The Quality of School Life and Burnout as Predictors of Subjective Well-Being among Teachers  

ERIC Educational Resources Information Center

The main purpose of this study is to determine the rate of how teachers' subjective wellbeing is predicted by their perceptions about the quality of school life and burnout levels. The participants of the study consisted of 161 teachers (93 females, 68 males) who were working in elementary schools in Adana central districts. The Positive-Negative…

Cenkseven-Onder, Fulya; Sari, Mediha

2009-01-01

233

Indoor Air Quality in Schools and Health Symptoms among Portuguese Teachers  

Microsoft Academic Search

The purpose of this study was: (i) to characterize the school indoor environment; (ii) to evaluate self-reported prevalence of disease symptoms among Portuguese teachers; and (iii) to evaluate, as far as we know for the first time in Portugal, the impact of the indoor air quality of schools on the prevalence of disease symptoms among teachers. The study was performed

J. Madureira; M. C. M. Alvim-Ferraz; S. Rodrigues; C. Gonçalves; M. C. Azevedo; E. Pinto; O. Mayan

2009-01-01

234

The Quality Teacher and Education Act in San Francisco: Lessons Learned. Policy Brief 09-2  

ERIC Educational Resources Information Center

This policy brief reviews the recent experience of the San Francisco Unified School District (SFUSD) with the development and approval of Proposition A. Proposition A (also known as the Quality Teacher and Education Act, or QTEA) included a parcel tax mainly dedicated to increasing teachers' salaries, along with a variety of measures introducing…

Hough, Heather J.

2009-01-01

235

Teacher Education Accreditation in Turkey: The Creation of a Culture of Quality  

ERIC Educational Resources Information Center

Turkey's experience in developing and piloting accreditation criteria and national standards for teacher education is examined. The full implementation of an accreditation process for teacher education programs was not completed within the time of the development project. However, the effort to do so encouraged the formation of a "quality culture"…

Grossman, Gary M.; Sands, Margaret K.; Brittingham, Barbara

2010-01-01

236

Update on the Improving Teacher Quality Program. Report 09-17  

ERIC Educational Resources Information Center

The Improving Teacher Quality (ITQ) program released Requests for Proposals in March for the next round of teacher professional development projects. The first RFP, Addressing the Achievement Gap in Middle Schools (AAGMIS), is for stand-alone grants similar to the 2008 projects that target the achievement gap in elementary schools. The second RFP,…

Sidarous, Natalie

2009-01-01

237

The Improving Teacher Quality Program--An Update. Commission Report 06-05  

ERIC Educational Resources Information Center

A new Request for Proposals (RFP) targeted to the retention of science and mathematics teachers is the Commission's most recent initiative under the federal Improving Teacher Quality Program. This report summarizes that initiative and reports on other current activities in the program.

California Postsecondary Education Commission, 2006

2006-01-01

238

Motivation and Quality of Work Life among Secondary School EFL Teachers  

ERIC Educational Resources Information Center

This study set out to investigate the relationship between quality of work life and teacher motivation among 160 secondary school English as a foreign language (EFL) teachers in Tehran, Iran. In addition, 30 of the participants were randomly selected to take part in follow-up interviews which asked why they felt the way they reported. The results…

Baleghizadeh, Sasan; Gordani, Yahya

2012-01-01

239

Teacher-Student Relationship Quality Type in Elementary Grades: Effects on Trajectories for Achievement and Engagement  

ERIC Educational Resources Information Center

Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with…

Wu, Jiun-Yu; Hughes, Jan N.; Kwok, Oi-Man

2010-01-01

240

Improving Teacher Quality (ITQ) Program Status Report. Commission Report 07-09  

ERIC Educational Resources Information Center

This report provides an update on current grant projects funded through the Improving Teacher Quality State Grants Program. These include grants targeted to academic literacy in secondary education and to the retention of science and mathematics teachers. The Commission also received information on plans for the 2007 competition process, which…

California Postsecondary Education Commission, 2007

2007-01-01

241

Promoting Quality Teaching: New Approaches to Compensation and Career Pathways. Perspectives from Accomplished California Teachers  

ERIC Educational Resources Information Center

This report identifies what are thought to be smart ways to redesign career paths and compensation for California teachers. It is known which changes are most likely to improve both teaching quality and student achievement, because these changes address what really matters in schools and what motivates teachers. These are not the traditional and…

National Board Resource Center at Stanford University, 2012

2012-01-01

242

Assessing Quality of Pre-Service Physics Teachers' Written Arguments  

ERIC Educational Resources Information Center

Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers. Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B. Design and method: Participants were prompted to develop a written argument to…

Aydeniz, Mehmet; Gürçay, Deniz

2013-01-01

243

Futures in Quality Education: An Alternative Career Pathway from Paraprofessional to Teacher.  

ERIC Educational Resources Information Center

The Futures in Quality Education Workforce (FQEW) program provides current teacher aides and school secretaries an alternative pathway to becoming credentialed teachers. Offered by the University of Texas at Brownsville and Texas Southmost College in conjunction with 12 local school districts, the program offers alternative coursework and…

Abrego, Jesus; Abrego, Michelle H.; Perez, Elva Cerda; Ramirez, Reynaldo, Jr.

244

Allocating Quality: Collective Bargaining Agreements and Administrative Discretion over Teacher Assignment  

ERIC Educational Resources Information Center

Background: School leaders argue that to make the improvements in both quality and equity that government mandates demand, they need more flexibility with regard to personnel management--specifically, teacher assignment. According to some, such flexibility is constrained by collective bargaining between teachers unions and school districts.…

Cohen-Vogel, Lora; Osborne-Lampkin, La'Tara

2007-01-01

245

Update on the Improving Teacher Quality Program. Report 09-05  

ERIC Educational Resources Information Center

The Improving Teacher Quality (ITQ) State Grants Program is currently operating professional development grants for California teachers at 40 sites statewide. This is as large a cadre of projects as the California Postsecondary Education Commission has operated since the ITQ Program began with the passage of the No Child Left Behind Act of 2001.…

Humphrey, Karen

2009-01-01

246

Teachers' Learning Journeys: The Quality Learning Circle as a Model of Professional Development.  

ERIC Educational Resources Information Center

Introduces an alternative approach to teacher professional development in New Zealand, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet local needs alongside national agendas. (Contains 31 references.) (Authors/PKP)

Lovett, Susan; Gilmore, Alison

2003-01-01

247

Quality Assurance and Teacher Education: International Challenges and Expectations. Rethinking Education. Volume 6  

ERIC Educational Resources Information Center

Ensuring quality in and through teaching and learning has become a fundamental global concern. Emanating from a colloquium on "Quality Assurance and Teacher Education" hosted by University College Dublin in 2010 and funded by the European Educational Research Association, this book interrogates how quality cultures can be fostered in the field of…

Harford, Judith, Ed.; Hudson, Brian, Ed.; Niemi, Hannele, Ed.

2012-01-01

248

Teacher Demand and Supply: Improving Teaching Quality and Addressing Teacher Shortages. OECD Education Working Papers, No. 1  

ERIC Educational Resources Information Center

This paper provides an extensive review of the most relevant issues involved in the management of teacher demand and supply at the pre-tertiary level. First, it proposes a conceptual framework for distinguishing among, defining and relating the different relevant factors. Second, it identifies trends and policy concerns regarding the quality of…

Santiago, Paulo

2002-01-01

249

Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best? CEDR Working Paper No. 2010-2.0  

ERIC Educational Resources Information Center

In this paper we examine the mobility of early-career teachers of varying quality, measured using value-added estimates of teacher performance. Unlike previous studies that have examined these issues, we focus on the variation in these effects across the effectiveness distribution. We find that, on average, more effective teachers tend to stay in…

Goldhaber, Dan; Gross, Betheny; Player, Daniel

2010-01-01

250

The Quality of Teacher Work Life Survey: A Preliminary Report on a Measure of Teacher Stress and Job Satisfaction and the Implications for School Counselors.  

ERIC Educational Resources Information Center

The measurement of job-related stress and job satisfaction in teaching is important for both the present and future well-being of teachers. This study investigated the psychometric characteristics of the Quality of Teacher Work Life Survey (QTWL) and examined which factors can be addressed by the school counselor in working to improve teacher

Pelsma, Dennis M.; And Others

251

Shaky Methods, Shaky Motives: A Critique of the National Council of Teacher Quality's Review of Teacher Preparation Programs  

ERIC Educational Resources Information Center

The National Council on Teacher Quality's (NCTQ) recent review of university-based teacher preparation programs concluded the vast majority of such programs were inadequately preparing the nation's teachers. The study, however, has a number of serious flaws that include narrow focus on inputs, lack of a strong research base, missing…

Fuller, Edward J.

2014-01-01

252

Engaging Preservice Teachers in Action Research to Enhance Awareness of Second Language Learning and Teaching  

ERIC Educational Resources Information Center

This article examines a study on how preservice teachers enhance their understanding of theory and research in second language learning through an action research project that took place in a TESOL (Teachers of English to Speakers of Other Languages) education course. The study focuses on how interaction with English language learners (ELLs)…

Zainuddin, Hanizah; Moore, Rashid A.

2004-01-01

253

Enhancing Teacher Health Literacy in School Health Promotion: A Vision for the New Millennium.  

ERIC Educational Resources Information Center

Reviews a traditional model for school health teacher preparation, presenting an alternative model for enhancing health literacy in teacher education which offers an innovative instructional paradigm, the Child and Adolescent Health (CAH) Logic Framework. This model emphasizes links between child and adolescent health research and theory, CAH…

Peterson, Fred L.; Cooper, Randy J.; Laird, Justin M.

2001-01-01

254

Insights from a Subject Knowledge Enhancement Course for Preparing New Chemistry and Physics Teachers  

ERIC Educational Resources Information Center

A recent Government response to shortages of new physics and chemistry teachers is the extended subject knowledge enhancement (SKE) course. Graduates without a physics or chemistry bachelor degree are prepared by an SKE course to enter a Postgraduate Certificate in Education (PGCE) programme to become science teachers with a physics or chemistry…

Inglis, Michael; Mallaburn, Andrea; Tynan, Richard; Clays, Ken; Jones, Robert Bryn

2013-01-01

255

Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education  

ERIC Educational Resources Information Center

The aim of this self-study research was to deepen my understanding of pedagogy for teacher education and the factors that enhanced and hindered my confidence and competence as a teacher educator. I recorded my impressions and descriptions of events, discussions, and interpretations as a result of studying my practice in an electronic journal.…

Garbett, Dawn

2011-01-01

256

An experiment to test the feasibility and quality of a web-based questionnaire of teachers.  

PubMed

The use of web-based surveys to gather information from teachers has become increasingly common primarily based on the premise that they can reduce costs. Yet, relatively, little is known about the quality or cost effectiveness of web-based versus mail surveys for teachers. To study the efficacy of web-based teacher surveys, the author randomly assigned a nationally representative sample of 877 elementary school teachers to a paper or web survey mode. The cost savings from the web administration were not enough to offset the loss of sample due to missing/inaccurate email addresses and the lower response rates that resulted from the web survey. PMID:21429914

Jacob, Robin Tepper

2011-02-01

257

The Political Economy of Teacher Quality in School MathematicsAfrican American Males, Opportunity Structures, Politics, and Method  

Microsoft Academic Search

Mathematics education is linked to modern technological advancement, citizenship, and matters of political economy. Access to quality mathematics teachers can have a profound influence on African American males. This article focuses on several salient issues related to the question “What is a qualified teacher?” In particular, the article describes common concerns and challenges associated with teacher quality and the advancement

William F. Tate

2008-01-01

258

New Ways of Preparing High-Quality Teachers  

ERIC Educational Resources Information Center

The field of early childhood education is growing tremendously, with states designing and implementing prekindergarten programs and universal preschool throughout the country. This is good news for families of young children as well as for the field. With the resulting increased demand for teachers, however, come serious implications for teacher

Bennett, Tess

2007-01-01

259

Implementing Promising Practices to Prepare Quality Teacher Educators  

ERIC Educational Resources Information Center

The United States does more than just talk; it invests a lot of money in public education. While students are the major focus of concern, teachers are a mainstay in the enterprise. In 2002, the U.S. invested $192 billion in teacher pay and benefits. More than 50% of all dollars allocated by the government for education is paid in salaries for…

Gentry, Ruben

2012-01-01

260

Enhancing Professionalism? Teachers' Voices on Continuing Professional Development in Scotland  

ERIC Educational Resources Information Center

This paper explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. It considers the curricular and political changes which affect the nature of CPD considered appropriate and relevant for teachers. This article reports on one small-scale qualitative study into…

MacDonald Grieve, Ann; McGinley, Brian Peter

2010-01-01

261

Rethinking Teachers' Goal Orientations: Conceptual and Methodological Enhancements  

ERIC Educational Resources Information Center

The article provides a theoretical extension of the goal orientation approach for teaching by proposing three different competence facets of learning goals and four types of addressees for performance approach and avoidance goals. On the basis of responses from 495 teacher trainees and 224 in-service teachers, the development and validation of an…

Nitsche, Sebastian; Dickhauser, Oliver; Fasching, Michaela S.; Dresel, Markus

2011-01-01

262

Relation between the Reading Instruction of Cooperating and Student Teachers  

ERIC Educational Resources Information Center

This investigation examined how cooperating teachers (CTs) influence the behaviors and quality of student teachers' (STs) reading instruction. Improving the reading achievement of early elementary students and enhancing teacher quality are two education reform priorities for Title I schools that have important implications for teacher education.…

Hamman, Doug; Button, Kathryn; Olivarez, Arturo, Jr.; Lesley, Mellinee; Chan, Yoke-Meng; Griffith, Robin; Woods, Katy

2006-01-01

263

Quality Enhancement on E-Learning  

ERIC Educational Resources Information Center

Purpose: Benchmarking, a method for quality assurance has not been very commonly used in higher education with regard to e-learning. Today, e-learning is an integral part of higher education, and so should also be an integral part of quality assurance systems. However, quality indicators, benchmarks and critical success factors on e-learning have…

Ossiannilsson, E. S. I.

2012-01-01

264

Promoting Quality in Teaching through Diversity. A Report on the North Carolina Public Policy Forum. An Event of the North Carolina Consortium To Increase the Quality and Supply of Minority Teachers (May 30-31, 1996).  

ERIC Educational Resources Information Center

This conference report includes summaries of the following presentations: (1) "Overview and Opening Remarks" (Elridge W. McMillen); (2) Luncheon Address: "Diversity Equals Quality" (Joseph Vaughan); (3) "Overview of North Carolina Consortium Projects" (Nathaniel Jackson); (4) Session 1: "Academic Enhancement for Teacher Ed Students" (Zoe Locklear…

Southern Education Foundation, Atlanta, GA.

265

The Quest for Quality. Recruiting and Retaining Teachers in Philadelphia. The Second Annual Study of Teacher Quality in Philadelphia  

ERIC Educational Resources Information Center

Each year, the School District of Philadelphia hires a large number of new teachers. Philadelphia needs these new teachers not because enrollment is increasing--in fact, enrollment in the public schools has been decreasing over the past few years as a result of a declining birth rate and the growth of charter schools--but because a substantial…

Neild, Ruth Curran; Useem, Elizabeth; Farley, Elizabeth

2005-01-01

266

How Principals "Bridge and Buffer" the New Demands of Teacher Quality and Accountability: A Mixed-Methods Analysis of Teacher Hiring  

ERIC Educational Resources Information Center

In this mixed-methods study, we examine the degree to which district- and building-level administrators accommodate teacher-quality and test-based accountability policies in their hiring practices. We find that administrators negotiated local hiring goals with characteristics emphasized by federal and state teacher-quality policies, such as…

Rutledge, Stacey A.; Harris, Douglas N.; Ingle, William K.

2010-01-01

267

Fair to Everyone: Building the Balanced Teacher Evaluations that Educators and Students Deserve. Teacher Quality  

ERIC Educational Resources Information Center

In schools across America, teachers know who among their peers is doing the best work and who is not. Yet the nation's evaluation systems tend to foster the notion that all teachers perform the same way, with the same results for students. Indeed, in an attempt at equality--uniform treatment for everyone--current evaluation systems often end up…

Almy, Sarah

2011-01-01

268

Principals' Approaches to Developing Teacher Quality: Constraints and Opportunities in Hiring, Assigning, Evaluating, and Developing Teachers  

ERIC Educational Resources Information Center

There is growing evidence that, of all school resources, teachers have the largest impact on student achievement. Principals arguably play the most important role in ensuring that excellent teaching occurs in their school. How principals hire teachers, assign them to specific positions, evaluate them, and provide growth opportunities for them…

Donaldson, Morgaen L.

2011-01-01

269

Enhancing Prospective Teachers' Coordination of Center and Spread: A Window into Teacher Education Material Development  

ERIC Educational Resources Information Center

This paper describes a development and evaluation process used to create teacher education materials that help prepare middle and secondary mathematics teachers to teach data analysis and probability concepts with technology tools. One aspect of statistical reasoning needed for teaching is the ability to coordinate understandings of center and…

Lee, Hollylynne S.; Lee, J. Todd

2011-01-01

270

Internal Quality Assurance--Enhancing Quality Culture. ENQA Workshop Report 16  

ERIC Educational Resources Information Center

The European Association for Quality Assurance in Higher Education (ENQA), in cooperation with the Quality Assurance Agency (QAA, UK), organised a seminar on theme "Internal Quality Assurance--Enhancing quality culture" which was held on 8-9 June, 2010 in London, United Kingdom. The seminar marked the fourth annual meeting of the ENQA IQA Group…

ENQA (European Association for Quality Assurance in Higher Education), 2010

2010-01-01

271

Taking the Next Bold Step to America's Future: A National Conference on Teacher Quality (Washington, D.C., January 9-10, 2000).  

ERIC Educational Resources Information Center

This report presents proceedings from a conference on teacher quality held in Washington, DC in January 2000. Sessions focused on recruitment; teacher preparation; beginning teacher support; college-school partnerships; minority group teachers; Hispanic and language minority teachers; preparing teachers at the community college level; curricular…

Department of Education, Washington, DC.

272

ENHANCING SCIENTIFIC COLLABORATION THROUGH QUALITY ASSURANCE  

EPA Science Inventory

The basic features of the Quality Assurance Program have been in existence since the early 1980's, but this poster will highlight some topics that have emerged more recently, in particular the Agency's laboratory competency policy, the information quality guidelines, and scientif...

273

The Impact of Professional Development and Student and Teacher Characteristics on the Quality of Postsecondary Goals  

ERIC Educational Resources Information Center

This study examined (a) the main effects of professional development on the quality of postsecondary goals in employment and postsecondary education/training, (b) the main effects of student and teacher characteristics on goal quality, and (c) whether professional development moderated the relationship between the impact of these characteristics…

Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison R.; Kato, Mimi McGrath

2013-01-01

274

E-Learning Quality Assurance: A Perspective of Business Teacher Educators and Distance Learning Coordinators  

ERIC Educational Resources Information Center

Background: Business teacher educators and distance learning coordinators have the responsibility to deliver quality online courses and programs. Therefore, they must make sure that quality assurance benchmarks are present in online business education courses and programs. Purpose: The purpose of this study was to examine the extent to which…

Chapman, Betty F.; Henderson, Ronda G.

2010-01-01

275

Microoptical components for enhancing the image quality of transflective LCDs  

Microsoft Academic Search

In this paper, we presented two micro-optical structures, image-enhanced reflector and random grating reflector, to enhance the image quality of transflective LCDs under both bright and dark ambience conditions. The image-enhanced reflector for the transflective LCD has been fabricated using a gray-tone mask exposed by excimer laser. The width of the image-enhanced reflector is 16 ?m and the depth is

Han-Ping David Shieh; Yi-Pai Huang; Mu-Jen Su; S.-T. Wu

2003-01-01

276

Enhancing water quality in hydropower system operations  

NASA Astrophysics Data System (ADS)

The quality of impounded waters often degrades over time because of thermal stratification, sediment oxygen demands, and accumulation of pollutants. Consequently, reservoir releases impact water quality in tailwaters, channels, and other downstream water bodies. Low dissolved oxygen (DO) concentrations in the Cumberland River below Old Hickory dam result from stratification of upstream reservoirs and seasonally low release rates. Operational changes in upstream hydropower reservoirs may be one method to increase DO levels without substantially impacting existing project purposes. A water quality model of the upper Cumberland basin is integrated into an optimal control algorithm to evaluate water quality improvement opportunities through operational modifications. The integrated water quantity/quality model maximizes hydropower revenues, subject to various flow and headwater operational restrictions for satisfying multiple project purposes, as well as maintenance of water quality targets. Optimal daily reservoir release policies are determined for the summer drawdown period which increase DO concentrations under stratification conditions with minimal impact on hydropower production and other project purposes. Appendixes A-D available with entire article on microfiche. Order by mail from AGU, 2000 Florida Ave., N.W., Washington, DC 20009 or by phone at 800-966-2481; $2.50. Document W97-003. Payment must accompany order.

Hayes, Donald F.; Labadie, John W.; Sanders, Thomas G.; Brown, Jackson K.

1998-03-01

277

Quality Assessment by Science Teachers: Five Focus Areas  

ERIC Educational Resources Information Center

In order to teach science well, science teachers need to know what to focus on in order to ensure their assessment of student learning is meaningful and useful for the students' on going learning and development. The diversity and range of content and skills within the subject of science mean that the assessment capabilities required by…

Edwards, Frances

2013-01-01

278

Recruiting and Retaining High-Quality Teachers in Rural Areas  

ERIC Educational Resources Information Center

In examining recruitment and retention of teachers in rural areas, David Monk begins by noting the numerous possible characteristics of rural communities--small size, sparse settlement, distance from population concentrations, and an economic reliance on agricultural industries that are increasingly using seasonal and immigrant workers to minimize…

Monk, David H.

2007-01-01

279

Learning from Collaboration: The Role of Teacher Qualities  

ERIC Educational Resources Information Center

In special education, professional collaboration is viewed as a powerful tool for helping teachers serve students with disabilities. An underlying assumption is that general educators will improve practice if they have opportunities to participate in collaborative professional development aimed at improving instruction for students with…

Brownell, Mary T.; Adams, Alyson; Sindelar, Paul; Waldron, Nancy; Vanhover, Stephanie

2006-01-01

280

How can video supported reflection enhance teachers' professional development?  

NASA Astrophysics Data System (ADS)

This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers' actions the reframing of routine practice through reflection-in-action can prove challenging. This response paper describes how video can empower teachers to take greater control of their progress and allows for a more social constructivist approach to professional development. Along with a consideration of the difficulties associated with the notion of `reflection' and a short case study, the paper uses Lev Semenovich Vygotsky's zone of proximal development and the notion of scaffolding to propose that video offers a Video Supported Zone of Proximal Development which can ease the process of teacher development. In capturing permanent and exchangeable representations of practice video encourages a collaborative approach to reflection and is consistent with the original ideas of John Dewey.

McCullagh, John F.

2012-03-01

281

Considering Professional Identity to Enhance Agriculture Teacher Development  

ERIC Educational Resources Information Center

The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

282

Do Prekindergarten Teachers Design Their Classrooms to Enhance Early Literacy?  

ERIC Educational Resources Information Center

Young children develop language and early literacy interactions that are the building blocks for future skilled reading. This study was designed to evaluate the early childhood classroom to determine teachers? knowledge of early literacy. Based on the Literacy Environment Checklist (LEC) of the Early Literacy and Language Classroom Observation…

LoRusso, Jo Ann D.

2010-01-01

283

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados  

ERIC Educational Resources Information Center

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience,…

Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

2013-01-01

284

34 CFR 611.24 - What additional selection criteria are used for a full application that proposes teacher...  

Code of Federal Regulations, 2013 CFR

...used for a full application that proposes teacher recruitment activities? 611.24 ...POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Partnership...used for a full application that proposes teacher recruitment activities? In...

2013-07-01

285

34 CFR 611.12 - What additional selection criteria are used for an application proposing teacher recruitment...  

Code of Federal Regulations, 2013 CFR

...criteria are used for an application proposing teacher recruitment activities? 611.12 ...POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM State...criteria are used for an application proposing teacher recruitment activities? In...

2013-07-01

286

34 CFR 611.22 - What additional selection criteria are used for a pre-application that proposes teacher...  

Code of Federal Regulations, 2013 CFR

...used for a pre-application that proposes teacher recruitment activities? 611.22 ...POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Partnership...used for a pre-application that proposes teacher recruitment activities? In...

2013-07-01

287

Control quality enhancement using fractional PI  

Microsoft Academic Search

The proportional–integral–derivative (PID) controllers have remained, by far, the most commonly and practically used in all industrial feedback control applications; therefore, there is a continuous effort to improve the system control quality performances. More recently Podlubny has proposed the fractional PID controller, a generalisation of the classical PID controller, involving an integration action of order ? and differentiation action of

Khalfa Bettou; Abdelfatah Charef

2009-01-01

288

Quality Assurance: Enhancing or Threatening Higher Education?  

ERIC Educational Resources Information Center

There is an increasing marketization of commodity services and, the authors argue, higher education is suffering heavily from this trend. Higher education institutions (HEIs) are currently subject to quality assurance and other externally imposed procedures that have been successfully applied in the private sector. This article analyses the…

Taousanidis, Nikolaos I.; Antoniadou, Myrofora A.

2010-01-01

289

New Pathways Towards the Enhancement of the Image Quality  

Microsoft Academic Search

In this paper, experimental results and data analysis on a novel technique aimed at increasing the image quality of the target, surrounded by a scattering medium, is presented. Specifically, enhanced target detection has been obtained by doping the surrounding medium with molecular contrast agents, consisting polar molecules yielding to an enhanced contract and specificity of the target, utilizing advanced polarimetric

G. C. Giakos; S. Atreya Paturi; P. Bathini; S. Sukumar; K. Ambadipudi; K. Valiuru; D. Wagenar; V. Adya; M. Reddy

2007-01-01

290

Providing Chemistry Teachers with Opportunities to Enhance Their Knowledge in Contemporary Scientific Areas: A Three-Stage Model  

ERIC Educational Resources Information Center

In order to help teachers to bring their students into contact with the frontiers of chemistry, a special program for enhancing chemistry teachers' content knowledge as well as their pedagogical knowledge was launched at the Weizmann Institute of Science. The program, which was specifically designed for the chemistry teachers, consists of three…

Mamlok-Naaman, Rachel; Blonder, Ron; Hofstein, Avi

2010-01-01

291

A Framework for Developing Pre-Service Teachers' Competencies in Using Technologies to Enhance Teaching and Learning  

ERIC Educational Resources Information Center

This paper presents a framework for developing pre-service teachers' competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and…

Lim, Cher Ping; Chai, Ching Sing; Churchill, Daniel

2011-01-01

292

How Will This Help Me? Evaluating an Accredited Programme to Enhance the Early Professional Development of Newly Qualified Teachers  

ERIC Educational Resources Information Center

This article reports on the evaluation of an accredited programme to enhance the early professional development of newly qualified teachers within the Black Country region of the English West Midlands. Newly qualified teachers participating in the accredited programme, their induction tutors, newly qualified teachers not participating in the…

Rhodes, Christopher; Nevill, Alan; Allan, Jo

2005-01-01

293

The Case Against Quality-Blind Teacher Layoffs: Why Layoff Policies That Ignore Teacher Quality Need to End Now  

ERIC Educational Resources Information Center

Over the past two years, federal stimulus funding has protected schools from some of the worst effects of the recession. But as federal support wanes and states face looming deficits, deep cuts are becoming unavoidable. School districts will almost certainly be forced to lay off teachers to make ends meet. Given decades of research showing that…

New Teacher Project, 2011

2011-01-01

294

The Teacher and the World: A Study of Cosmopolitanism as Education. Teacher Quality and School Development  

ERIC Educational Resources Information Center

Teachers over the world over are seeking creative ways to respond to the problems and possibilities generated by globalization. Many of them work with children and youth from increasingly varied backgrounds, with diverse needs and capabilities. Others work with homogeneous populations and yet are aware that their students will encounter many…

Hansen, David

2011-01-01

295

Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification  

ERIC Educational Resources Information Center

We analyzed the gap in mathematics standards, assessments and accountability, and teacher licensure and certification requirements in mathematics for elementary grades. We found states delineated mathematics academic standards in specific content areas. Licensure and certification requirements were weak indicators since they lacked the specificity…

Georges, Annie; Borman, Kathryn M.; Lee, Reginald S.

2010-01-01

296

Teacher Quality and Troops to Teachers: A National Study with Implications for Principals  

ERIC Educational Resources Information Center

A 2005 national study surveyed 2,103 Troops to Teachers (T3) program completers and their school administrators using 21 research-based instructional practices and four effective classroom management strategies associated with increased student achievement to determine whether T3s were more effective in the classroom than traditionally prepared…

Owings, William A.; Kaplan, Leslie S.; Nunnery, John; Marzano, Robert; Myran, Stephen; Blackburn, David

2006-01-01

297

Teachers Pressing for Quality Teaching: Lessons from Content Teachers of English Language Learners  

ERIC Educational Resources Information Center

The ExCEL Project, sponsored by the Intercultural Development Research Association (IDRA) is described. The program enlists teachers in directing their own professional learning and practice. [This document originally appeared in the "IDRA Newsletter", however some accompanying charts and graphs may not be provided here.

Dieckmann, Jack

2004-01-01

298

Improving research on teacher quality in science and mathematics: Report of a symposium of scientists, educators, and researchers  

NASA Astrophysics Data System (ADS)

Many initiatives designed to improve the quality of elementary and secondary teachers have been proposed and implemented at national, state, and local levels. It is unclear whether these initiatives are based on a common definition of teacher quality or adequate knowledge about the conditions that produce quality teaching. This article summarizes the results of a symposium of the National Research Council on the state of research knowledge on teacher quality. Topics for needed research that were identified in the symposium included studies on the effects of state and local policies which set new standards for teachers, studies on the subject-matter knowledge and preparation of teachers, analyses of alternative methods of developing teaching skills, and assessments of the effects of school conditions for teaching on career patterns of teachers.

Blank, Rolf K.

299

Enhanced Teacher Preparation Coming to You Live from the Teacher Learning Center!  

ERIC Educational Resources Information Center

This article features an innovative project called the "Teacher Learning Center" (TLC) that is jointly funded by the South Dakota Department of Education, Black Hills State University (BHSU), and the Spearfish School District in Spearfish, South Dakota. The purpose of this project was to provide opportunities for preservice and new elementary…

Hovland, Michelle; Chandler, Cynthia

2008-01-01

300

The Relationship Between Teacher Behaviours and Student Talk in Promoting Quality Learning in Science Classrooms  

NASA Astrophysics Data System (ADS)

This paper distils 24 years of classroom research into promoting quality learning in science classrooms to develop an overall framework for better understanding and describing both the learning and the teaching approaches that stimulate and support it. For me, quality learning is characterised by adjectives such as informed, purposeful, reflective, intellectually active, metacognitive and independent. Central to quality learning is the role of talk, and central to promoting talk which promotes quality learning are certain teacher behaviours. I first focus on the ways that teachers behave in the classroom in order to promote, react to and use student talk. These behaviours are summed up in a list of twelve principles for quality teaching. Each of these principles requires, as well as appropriate teacher behaviours, the use of effective teaching procedures. I then focus on four kinds of student talk that exemplify informed, purposeful, reflective and intellectually active thinking. These variously involve students’ existing ideas and explanations; increasing student ownership of practical activities; constructive challenges to the teacher (or text’s) idea, and lateral, reflective ‘thinking’ questions.

Mitchell, Ian

2010-03-01

301

A Comparison of Teacher-Rated Classroom Conduct, Social Skills, and Teacher-Child Relationship Quality between Preschool English Learners and Preschool English Speakers  

ERIC Educational Resources Information Center

This study examined the differences between preschool English learners and preschool English speakers in the areas of classroom conduct, social skills, and teacher-child relationship quality, as rated by their teachers. Data were taken from the Early Head Start Research and Evaluation Project. Students who were English learners were rated…

Luchtel, Molly; Hughes, Kere; Luze, Gayle; Bruna, Katherine Richardson; Peterson, Carla

2010-01-01

302

Do Demographic Factors, School Functioning, and Quality of Student-Teacher Relationships as Rated by Teachers Predict Internalising and Externalising Problems among Norwegian Schoolchildren?  

ERIC Educational Resources Information Center

The present study explored the association between child internalising and externalising problems in schools and demographic factors (sex and age), school functioning (academic performance and adaptive functioning) and teacher-reported student-teacher relationship quality in a cross-sectional study using structural equation modelling. The study…

Drugli, May Britt; Klokner, Christian; Larsson, Bo

2011-01-01

303

Unsatisfactory Performance: How California's K-12 Education System Protects Mediocrity and How Teacher Quality Can Be Improved.  

ERIC Educational Resources Information Center

This study examines the quality of California's K-12 education, discussing how the system protects mediocrity and how to improve educational quality in the state. It explains that what most ails the teaching force is that excellent teachers are not rewarded for superior work, and failing teachers are rarely held accountable for poor performance.…

Dawson, Thomas C.; Billingsley, K. Lloyd

304

The Review of Teacher Education Programmes and Transformational Quality  

ERIC Educational Resources Information Center

The Higher Education Quality Committee's definition of quality (HEQC 2001) includes standard elements familiar to other higher education systems as well as elements specific to South Africa's own contextual priorities and purposes. These elements are fitness for and of purpose, value for money, and individual and social transformation (Singh…

Bitzer, E.; Botha, J.; Menkveld, H.

2008-01-01

305

NASA's Productivity Improvement and Quality Enhancement Initiatives  

NASA Technical Reports Server (NTRS)

The National Aeronautics and Space Administration celebrated its 25th Anniversary in 1983 at the Air and Space Museum in Washington, DC, with President Reagan in attendance. We look back on the accomplishments of these twenty-five years with pride in our missions and our people. NASA captured the world's imagination during the days of the Apollo mission. So much so, that we now talk about the Apollo era. In the l970s, we moved into the Space Transportation business and in the 199Os, we look forward to having a manned Space Station. Each succeeding mission has presented its own challenge in terms of technology and resources. This is especially true today, when we are being asked to do more with less. To ensure that NASA continues to be a productive and quality conscious agency, one of our highest Agency goals is leadership in the development and application of practices which contribute to high productivity and quality. greatest competitive strength, and this country has a solid scientific and engineering foundation. Traditionally we have spent more money on research and development than Japan and Europe combined, and we are the source of most of this century significant innovations. We should build on this solid base and use it more effectively.

1984-01-01

306

The Value of Reliable Data: Interactive Data Tools from the National Comprehensive Center for Teacher Quality. Policy-to-Practice Brief. Number 1  

ERIC Educational Resources Information Center

The National Comprehensive Center for Teacher Quality (TQ Center) designed the Interactive Data Tools to provide users with access to state and national data that can be helpful in assessing the qualifications of teachers in the states and the extent to which a state's teacher policy climate generally supports teacher quality. The Interactive Data…

National Comprehensive Center for Teacher Quality, 2008

2008-01-01

307

Tapping the Potential: Retaining and Developing High-Quality New Teachers  

NSDL National Science Digital Library

Every child deserves effective, high-quality professional teachers. Without them, children will have difficulty reaching the high standards we expect them to achieve, and too many of them will fail. Historically, the federal government has worked to ensure that all children have equal access to a quality education, no matter where they live or what level of resources are available to their local schools. More recently, this attention to equity has expanded to include efforts to improve teacher quality. A logical next step for the federal government is to encourage and fund well-designed programs of induction for all new teachersâa straightforward and reliable way to produce rapid improvement in the quality of the nationâs teaching workforce.

2011-06-24

308

The Effect of the Adoption of the Quality Philosophy by Teachers on Student Achievement  

ERIC Educational Resources Information Center

The purpose of this study was to determine if the adoption of the Deming philosophy by teachers and use of the LtoJ[R] process resulted in greater academic achievement. Results of internal consistency analysis indicated that the instrument, the "Commitment to Quality Inventory for Educators," was a reliable measure of the Deming philosophy for…

Sandifer, Cody Clark

2009-01-01

309

New Controls and Accountability for South African Teachers and Schools: The Integrated Quality Management System  

ERIC Educational Resources Information Center

This article analyses the Integrated Quality Management System (IQMS), an agreement reached in 2003 between the South African Education Department and the major teacher organisations in the country by using discourse analysis. The IQMS was scheduled to be implemented in public schools in 2004. Three discursive tensions are identified and…

Weber, Everard

2005-01-01

310

Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education  

ERIC Educational Resources Information Center

The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education,…

Hu, Bi Ying; Szente, Judit

2009-01-01

311

Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education  

Microsoft Academic Search

The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future

Bi Ying Hu; Judit Szente

2009-01-01

312

Caring Teacher Qualities that Affect School Participation and Attendance: Student Portraits  

ERIC Educational Resources Information Center

This study explores the perspectives of four high school students focusing on the identification of caring teacher qualities and the influence those characteristics have on school participation and attendance. Data was collected using interviews rather than survey in order to hear the often-unheard voices of students. Portraits of each student…

Grimm, Helen M.

2009-01-01

313

Focusing on Teacher Quality in the Quest for Higher Standards: The Early Literacy Inservice Course.  

ERIC Educational Resources Information Center

Evaluates the Early Literacy Inservice Course (ELIC) supported by the Australian Basic Learning in Primary Schools (BLIPS) program. Assesses ELIC and identifies a number of general issues about literacy programs. Focuses on improving standards of literacy and teacher quality through inservice activities. (KO)

Kennedy, Kerry J.; Hodgens, John

1989-01-01

314

Brain Drain? Recruitment and Retention of High Quality Teachers in Norway  

ERIC Educational Resources Information Center

This paper examines whether graduates of high academic quality (as measured by their university or university college Grade Point Average or GPA) are recruited to and remain in school jobs. Extensive data from Norwegian administrative registers are used. The analyses show that graduates from specialised and concurrent general teacher programmes go…

Mastekaasa, Arne

2011-01-01

315

Supporting High Quality Teacher-Child Interactions in Pre-K Mathematics  

ERIC Educational Resources Information Center

The purpose of this three-paper manuscript dissertation is to add value to the limited knowledge base of research surrounding the quality of teacher-child interactions in pre-k mathematics contexts. The first paper, based on an extensive review of literature, presents a theoretical basis for using five-frames to support children's development of…

McGuire, Patrick

2010-01-01

316

Exploring the Contexts of Relationship Quality between Middle School Students and Teachers  

ERIC Educational Resources Information Center

The purpose of this article is to introduce a framework for understanding relationship quality between middle school students and their teachers. The framework draws on findings from 3 literatures (motivation, attachment, and sociocultural) and from analyses of a year-long case study in a rural middle school. I begin with a brief overview of the…

Davis, Heather A.

2006-01-01

317

Principals' and Teachers' Perceptions of Quality Management in Hong Kong Primary Schools  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to examine the perceptions of a sample of Hong Kong principals and teachers of the extent to which quality management (QM) has been effectively implemented in primary schools. The features of QM improvement implemented in Hong Kong primary schools include: values and duties, systems and teams(ST) resources and…

Cheng, Alison Lai Fong; Yau, Hon Keung

2011-01-01

318

Early Education Quality: Higher Teacher Qualifications for Better Living Environments. A Review of the Literature.  

ERIC Educational Resources Information Center

Driven in part by research findings in early childhood development, the academic, business, and policy communities now recognize that high-quality preschool programs are an important way to help children reach their full potential. Although some current research suggests that teacher preparation at the four-year college degree level is the best…

Whitebook, Marcy

319

Genetic enhancement of Brassica napus seed quality.  

PubMed

The ultimate value of the Brassica napus (canola) seed is derived from the oil fraction, which has long been recognized for its premium dietary attributes, including its low level of saturated fatty acids, high content of monounsaturated fatty acids, and favorable omega-3 fatty acid profile. However, the protein (meal) portion of the seed has also received favorable attention for its essential amino acids, including abundance of sulfur-containing amino acids, such that B. napus protein is being contemplated for large scale use in livestock and fish feed formulations. Efforts to optimize the composition of B. napus oil and protein fractions are well documented; therefore, this article will review research concerned with optimizing secondary metabolites that affect the quality of seed oil and meal, from undesirable anti-nutritional factors to highl value beneficial products. The biological, agronomic, and economic values attributed to secondary metabolites have brought much needed attention to those in Brassica oilseeds and other crops. This review focuses on increasing levels of beneficial endogenous secondary metabolites (such as carotenoids, choline and tochopherols) and decreasing undesirable antinutritional factors (glucosinolates, sinapine and phytate). Molecular genetic approaches are given emphasis relative to classical breeding. PMID:23979711

Hannoufa, Abdelali; Pillai, Bhinu V S; Chellamma, Sreekala

2014-02-01

320

Enhancing Pre-Service Elementary Teachers' Conceptual Understanding of Solution Chemistry with Conceptual Change Text  

ERIC Educational Resources Information Center

This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry. Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These…

Calik, Muammer; Ayas, Alipasa; Coll, Richard Kevin

2007-01-01

321

Teaching with Objects and Photographs: Supporting and Enhancing Your Curriculum. A Guide for Teachers.  

ERIC Educational Resources Information Center

This guide is intended for all teachers who wish to enhance their curriculum by incorporating objects and photographs into their lesson plans. Kindergarten and elementary, middle, and high school classrooms can all benefit from expanded use of these materials. The guide can be used across a range of subject areas including history, community,…

Sieber, Ellen

322

Enhancing Children's Prosocial Development by Teacher Implemented Story Telling and Discussion.  

ERIC Educational Resources Information Center

A total of 61 Belgian boys and girls who were 5 and 7 years old participated in an experiment which aimed at enhancing their giving and helping behavior. Treatment basically involved the induction of empathy. Children in the experimental group were told stories by their teacher in which the hero meets secondary characters who are in need and acts…

Vandenplas-Holper, Christiane; And Others

323

Local Systemic Change through Teacher Enhancement: 2003-06 Cross-Site Report  

ERIC Educational Resources Information Center

In the spring and summer of 1995, the National Science Foundation (NSF) funded the first cohort of eight projects in a new initiative, the Local Systemic Change through Teacher Enhancement (LSC) program. Eighteen additional projects were funded in 1996, 20 in 1997, 12 in 1998, 13 in 1999, 9 in 2000, 7 in 2001, and 1 in 2002 for a total of 88…

Banilower, Eric R.; Rosenberg, Sharyn L.; Weiss, Iris R.

2006-01-01

324

Using Combinations of Software To Enhance Pre-Service Teachers' Critical Thinking Skills.  

ERIC Educational Resources Information Center

Utilizes the study of quadratic equations to illustrate the use of combinations of software to enhance critical thinking in preservice mathematics teachers. Concludes that the use of multiple software enriches students' learning experiences and improves their critical-thinking skills. (ASK)

Oppong, Nicholas K.; Russell, Alan

1998-01-01

325

Introducing Mobile Technology for Enhancing Teaching and Learning in Bangladesh: Teacher Perspectives  

ERIC Educational Resources Information Center

This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning…

Shohel, M. Mahruf C.; Power, Tom

2010-01-01

326

Blog-Enhanced ICT Courses: Examining Their Effects on Prospective Teachers' ICT Competencies and Perceptions  

ERIC Educational Resources Information Center

Blogs are used as a technology support tool in teaching-learning processes in contemporary schools, especially in higher education. This paper examines the effects of using blogs on prospective teachers' perceived ICT competencies and perceptions in blog-enhanced ICT courses. Both quantitative and qualitative research approaches were used in the…

Goktas, Yuksel; Demirel, Turgay

2012-01-01

327

Image quality enhancement in AMOLED microdisplay for mobile projectors  

Microsoft Academic Search

Data driving techniques and circuits to enhance the image quality of the 0.4-inch diagonal VGA AMOLED on silicon substrate have been proposed. The uniformity of a displayed image can be severely degraded by the random offset voltages of the data drivers. The color shift due to the differential OLED material aging is another well-known concern. To alleviate these image quality

Byong-Deok Choi; In-Su Park; Jong-Seok Kim; Sung-Jin Lee; Byung Bae

2011-01-01

328

What Do Teachers Think about Quality in the Spanish University?  

ERIC Educational Resources Information Center

Purpose: This paper aims to present the opinions of teaching staff at Spanish universities regarding the relative importance of a number of quality factors, and perceived levels of development of those factors in the context of their work. Design/methodology/approach: The paper takes an empirical approach, with the opinions of teaching staff being…

Barandiaran-Galdos, Marta; Barrenetxea Ayesta, Miren; Cardona-Rodriguez, Antonio; del Campo, Juan Jose Mijangos; Olaskoaga-Larrauri, Jon

2012-01-01

329

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample  

PubMed Central

Research Findings The purpose of this study was to examine the relations of children’s effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children’s effortful control was assessed in the fall with parents’ and teachers’ reports and 2 behavioral measures. Teacher–child relationship quality was assessed mid-year with teachers’ reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers’ and students’ reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher–child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher–child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher–child relationship quality. Practice or Policy Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.

Silva, Kassondra M.; Spinrad, Tracy L.; Eisenberg, Nancy; Sulik, Michael J.; Valiente, Carlos; Huerta, Snjezana; Edwards, Alison; Eggum, Natalie D.; Kupfer, Anne S.; Lonigan, Christopher J.; Phillips, Beth M.; Wilson, Shauna B.; Clancy-Menchetti, Jeanine; Landry, Susan H.; Swank, Paul R.; Assel, Michael A.; Taylor, Heather B.

2012-01-01

330

Factors Affecting Quality Enhancement Procedures for E-Learning Courses  

ERIC Educational Resources Information Center

Purpose: This paper reports on an empirical study exploring the way in which campus-based higher education institutions (HEIs) in the UK apply their internal quality assurance and enhancement (QA/QE) procedures to their e-learning courses. The purpose of this paper is to identify those characteristics of e-learning courses which affected the…

Jara, Magdalena; Mellar, Harvey

2009-01-01

331

Product design enhancement using apparent usability and affective quality  

Microsoft Academic Search

In this study, apparent usability and affective quality were integrated in a design framework called the Usability Perception and Emotion Enhancement Model (UPEEM). The UPEEM was validated using structural equation modeling (SEM). The methodology consists of four phases namely product selection, attribute identification, design alternative generation, and design alternative evaluation. The first stage involved the selection of a product that

Rosemary R. Seva; Katherine Grace T. Gosiaco; Ma. Crea Eurice D. Santos; Denise Mae L. Pangilinan

2011-01-01

332

Taguchi Approach to Quality Control and Enhancement: A Primer.  

National Technical Information Service (NTIS)

A quiet revolution in the field of quality control and enhancement has been in progress in Japan for some 25 years, and has recently come ashore to the US. It has been identified with the name of G. Taguchi, an engineer cum statistician, who advocated a r...

S. E. Elmaghraby Y. Fathi W. G. Ferell

1986-01-01

333

More than a Shortage of Early Childhood Teachers: Looking beyond the Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care  

ERIC Educational Resources Information Center

In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and…

Fenech, Marianne; Waniganayake, Manjula; Fleet, Alma

2009-01-01

334

More than a shortage of early childhood teachers: looking beyond the recruitment of university qualified teachers to promote quality early childhood education and care  

Microsoft Academic Search

In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and broader policy contexts, we argue that the early childhood

Marianne Fenech; Manjula Waniganayake; Alma Fleet

2009-01-01

335

Investigating the Quality of Teacher-Produced Tests for EFL Students and the Effects of Training in Test Development Principles and Practices on Improving Test Quality  

ERIC Educational Resources Information Center

This paper examines the quality of tests that Hong Kong teachers of English as a Foreign Language (EFL) produce for their own EFL students. The paper examines the effects on graduate teachers of a language testing programme where participants produced objective tests, proceeding through the stages of test specification, moderation, and item…

Coniam, David

2009-01-01

336

Teacher Portfolios: An Effective Way to Assess Teacher Performance and Enhance Learning  

ERIC Educational Resources Information Center

The overall goal of assessment is to collect information regarding a targeted program or performance. Specifically, assessment involves the identification, clarification, and application of defensible criteria to ascertain a target object's value, quality, utility, effectiveness, or significance in relation to those criteria. Through such…

Xu, Yaoying

2004-01-01

337

Enhancing science teachers' understanding of ecosystem interactions with qualitative conceptual models  

NSDL National Science Digital Library

The project described in this article explores how a series of conceptual ecological models can be used to portray the improvement in ecological understanding over the span of a short course. The course involved high school teachers working collaboratively on ecological research projects. Teachers were asked to construct qualitative conceptual models (a diagram of important ecosystem components and the linkages between these components) and write explanatory essays at three points during their research experience. The progression in development of teachersĂÂ models spanned initial intuitive explanation, with misconceptions, to the post-test elaboration of a more complex and accurate understanding of ecological phenomenon. These results illustrate shifts in teachersĂÂ thinking and understanding. The models essentially provided them with a means to visualize their conceptions of ecosystem processes. Their understanding was further enhanced through collegial discussions. We present a series of models that support the restructuring of novice scientistsĂÂ ideas. Teachers and their students need the opportunity to engage in real world research, coupled with reflective use of qualitative modeling and ongoing collegial discussions, to be able to develop more appropriate reasoning about ecological concepts.

Elser, Monica

2011-03-09

338

Guided Inquiry for Teacher Enhancement Utilizing Internet-Delivered Geophysical Data  

NASA Astrophysics Data System (ADS)

The Education Program of the American Meteorological Society (AMS) designed and nationally implemented two distance-learning courses for K-12 teacher enhancement that model scientific inquiry through investigations written that employ Internet-delivered geophysical data. DataStreme Atmosphere, launched in 1996, has introduced almost 6000 teachers nationwide to the basics of meteorology. DataStreme Water in the Earth System (WES), now in its fourth semester offering, employs the global water cycle as a vehicle to explore the flow and transformations of water and energy in the Earth system. By Spring 2003 almost 1000 teachers will have completed DataStreme WES. In both 12-week courses, participants complete two investigations per week and submit their work to a mentor on their Local Implementation Team (LIT) for discussion and evaluation. AMS staff scientists write part of each investigation to a current or archived situation utilizing specially formatted meteorological, hydrological, or oceanographic data. This component of the investigation is posted to the course homepage and has proven to be an exciting and highly motivational aspect of the DataStreme courses. In many cases, teachers learn scientific concepts by investigating a case (e.g., hurricane, flash flood) as it is happening, in near real-time. Participants who successfully complete a DataStreme course agree to serve their schools and school districts as a resource teacher and to offer peer training on the use of Internet-delivered geophysical data to upgrade science in the classroom.

Clark, J.; Weinbeck, R. S.; Geer, I. W.; Moran, J. M.

2002-12-01

339

The Impact of Biology/Geology School Teachers Masters Courses on the Improvement of Science Education Quality in Portugal  

ERIC Educational Resources Information Center

In this paper we report a large-scale study designed to evaluate the impact of masters courses on the professional development of science school teachers and, consequently, on the improvement of the quality of science education. The underlying assumption of this study is that masters teachers are widely recognized as assuming a relevant role to…

Pombo, Lucia; Costa, Nilza

2009-01-01

340

The Quality of Mediational Teaching Practiced by Teachers in Special Education: An Observational Study in Norwegian Primary Schools  

ERIC Educational Resources Information Center

In this case study the quality of mediational teaching was evaluated for interactions between teachers and pupils in special education in regular Norwegian primary schools. Mediational teaching is interpreted as a process by which a teacher mediates a given curriculum using certain categories in interactions with a pupil. The categories are…

Nyborg, Geir

2011-01-01

341

Examining the Impact of Teacher Quality on Fourth-Grade Students' Comprehension and Content-Area Achievement  

ERIC Educational Resources Information Center

In this study we examined the effects of dimensions of teacher quality on students' comprehension and vocabulary performance. Participants were 36 teachers and their respective 679 students in 2 medium-size school districts in central Texas, both of which served high proportions of children from low-socioeconomic status households. We matched…

Hairrell, Angela; Rupley, William H.; Edmonds, Meaghan; Larsen, Ross; Simmons, Deborah; Willson, Victor; Byrns, Glenda; Vaughn, Sharon

2011-01-01

342

A Day in Third Grade: A Large-Scale Study of Classroom Quality and Teacher and Student Behavior  

ERIC Educational Resources Information Center

Observations of 780 third-grade classrooms described classroom activities, child-teacher interactions, and dimensions of the global classroom environment, which were examined in relation to structural aspects of the classroom and child behavior. 1 child per classroom was targeted for observation in relation to classroom quality and teacher and…

Elementary School Journal, 2005

2005-01-01

343

Increasing Involvement of Elementary School Teachers in Problem-Solving, Vertical Communication, and Policy Development by Implementing Quality Circles.  

ERIC Educational Resources Information Center

The implementation of quality circles to increase elementary school teachers' involvement in problem solving, vertical communication, and policy formation is examined in this practicum report. An attitudinal survey of 44 elementary teachers to document lack of vertical communication yielded 32 responses. A followup survey was administered to the…

Thomas, Grace Gilliard

344

Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School  

ERIC Educational Resources Information Center

Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers

Baskerville, Delia

2012-01-01

345

A Study of the Quality of Practitioner Research in Secondary Education: Impact on Teacher and School Development  

ERIC Educational Resources Information Center

This study provides insight into the quality of practitioner research and the impact of this on the professional development of the individual teacher and the school as a whole. We examined the quality of practitioner research in relation to the goals of the research. We operationalized the quality of the research in terms of the validities…

Oolbekkink-Marchand, Helma W.; van der Steen, Janneke; Nijveldt, Mirjam

2014-01-01

346

Teachers and Teacher Trainees as Classroom Researchers: Beyond Utopia?  

ERIC Educational Resources Information Center

In Flanders, action research as a means of enhancing quality in initial teacher training and in teaching practice is not as widespread as in some of the neighbouring countries. In this article the authors argue for trainees and qualified teachers setting up and conducting research in their teaching practice. Rather than perceiving this as an…

Van Looy, Linda; Goegebeur, Werner

2007-01-01

347

Exploring the quality and credibility of students' argumentation: Teacher facilitated technology embedded scientific inquiry  

NASA Astrophysics Data System (ADS)

This study, part of a larger NSF funded research documented, narrated, analyzed, and interpreted how students were engaged in scientific inquiry. The study also documented, analyzed, and interpreted the nature of students' argumentation as they participated in an issue-based long-term scientific inquiry. The following research questions framed the study: What was the teacher's role in facilitating her students' long-term research projects? Which scientific inquiry components became more visible than others as students conducted their long-term research projects? What is the general nature of arguments presented by the students? What relationships exist between students' structures of arguments and the arguments' scientific credibility? A class of high school Advanced Placement Environmental Science students and their teacher participated in the study. A variety of data were collected from the teacher and the students as they engaged in teaching and learning. Twelve components of scientific inquiry were extracted from literature and used to determine the extent to which the teacher encouraged and the students exhibited scientific inquiry. While many instances of the teacher encouraging scientific inquiry practices were documented, the type of scientific inquiry components encouraged varied considerably. It was found that the teacher encouraged lower order thinking scientific inquiry components more than high order thinking components. Data from students' inquiry practices also yielded similar results. Realizing some of the shortcomings of previously developed models of argumentation, an alternative model was proposed in this study. Called Structure of Arguments and Scientific Credibility Model (SASC), this model was used in analyzing students' arguments for quality and scientific credibility. Using the model, it was determined that students' quality of arguments and the arguments' scientific credibility varied much and do not necessarily support each other in student discourse. The role of online discursive communities to support argumentation was also discussed in the study. The study has several implications for teaching and learning, policy, and research. It is suggested that teachers provide students with authentic scientific inquiry experiences in order to develop their higher order thinking scientific inquiry habits so that they become proficient with all the components of scientific inquiry and with formulating high quality, and highly credible arguments.

Puvirajah, Anton

348

Enhancing the Practice of Physics Teachers: Mechanisms for the Generation and Sharing of Knowledge and Understanding in Collaborative Action Research  

NSDL National Science Digital Library

This article reports on a study of physics teachers engaged in collaborative action research. The purpose of the study was to examine and identify ways that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice. Individualist and social constructivist perspective were used to design the study and to collect and analyze data. Data sources included interviews of the teachers, classroom observations, transcripts of the collaborative action research meetings, and teachers' writing. The guiding methodology was naturalistic inquiry, and data were analyzed through the development of grounded theory to construct coding categories. A case study was written using the analysis. It was found that three mechanisms were used by the teachers to generate and share knowledge and understanding about their practices. This enhancement of normal practice includes anecdote telling, the trying out of ideas, and systematic inquiry. A second finding was that teachers' knowledge and understanding can grow through authentic being-in-the-world and through enhanced normal practice. The study suggests that if each of the mechanisms of enhanced normal practice is seen to be a legitimate form of research, then action research can be embedded in teachers' practice, and can then play an important role in teacher education and the reform of science education.

Feldman, Allan

2006-12-06

349

Quality of Preservice Physics Teachers' Reflections in Their Teaching Portfolios and Their Perceived Reflections: Do They Intersect?  

ERIC Educational Resources Information Center

Although proponents support portfolios' value to enhance the reflective thinking of novice teachers and imply that such thinking improves teachers' practice, few studies have confirmed these assertions by directly measuring in-depth reflection or describing conditions that develop it. In this study, reflective thinking in preservice…

Ogan-Bekiroglu, Feral

2014-01-01

350

Teachers' Reflections on Pedagogies that Enhance Learning in an Online Course on Teaching for Equity and Social Justice  

ERIC Educational Resources Information Center

This study investigated teachers' reflective perspectives on pedagogies that enhance learning in an online course on "Teaching for equity and social justice" in a teacher education program. Data were collected from survey, alternative anonymous course assessment, interview, and document analysis. Participants identified threaded discussions,…

Ukpokodu, Omiunota Nelly

2010-01-01

351

Standards-Based Mathematics Training To Improve Teacher's Content Knowledge and Enhance Parental Support for Student Learning.  

ERIC Educational Resources Information Center

The purpose of this research is to provide elementary mathematics teachers strategies that will enhance their knowledge of standards-based mathematics content and pedagogy and to increase parents' and homework help-line employees' knowledge of standards-based mathematics concepts. Teacher participation in standards-based mathematics activities is…

Bailey, Lora B.

352

Enhancing the Spaces of Reflection: A Buddy Peer-Review Process within Physical Education Initial Teacher Education  

ERIC Educational Resources Information Center

Innovation in enhancing the reflective abilities of physical education trainee teachers was explored in this study through establishing peer "training buddies" during their school placements. Opportunities for active engagement in peer- and self-reflection were provided to full-time Post-Graduate Secondary Physical Education trainee teachers (n =…

Lamb, Penny; Lane, Kathleen; Aldous, David

2013-01-01

353

Elaborate analogies in science text: Tools for enhancing preservice teachers' knowledge and attitudes  

NASA Astrophysics Data System (ADS)

The present study consisted of two experiments in which the learners read and studied texts about three fundamentally important science concepts. The learners, who were preservice teachers, read a control text with no analogy, a text with a simple analogy, and a text with an elaborate analogy. An elaborate analogy is one that consists of text and pictorial components in which similarities between the analog and the target concept are made explicit. The findings support the use of elaborate analogies in text for improving the science knowledge and attitudes of preservice teachers by relating familiar ideas to new ideas, thereby increasing the relevance and the comprehensibility of the new ideas. Increasing the relevancy of science text by inclusion of an elaborate analogy had an affective, cognitive, and metacognitive impact on learning. Data were examined either by a univariate analysis of variance for repeated measures or a Friedman's test for related samples. These data were supplemented by participants' qualitative responses which were categorized. The results indicated that elaborate analogies in text increased learners' interest in both the conceptual topic of the text and the text itself. Furthermore, the elaborate analogies enhanced learners' science concept learning and inference-making as well. In addition, elaborate analogies increased learners' metacognitive ability to accurately assess their knowledge of science concepts. Finally, elaborate analogies enhanced preservice teachers' self-efficacy for teaching science. The results are consistent with the view that use of analogies to enhance science attitudes and knowledge is inherently constructive in nature. The present findings suggest that current practices of how preservice teachers learn science should be adapted to take advantage of analogies in a more systematic way. Future researchers should investigate the usefulness of elaborate analogies for enhancing metacognition in domain novices and domain experts. Future research in the use of elaborate analogies should continue to incorporate both quantitative and qualitative methods.

Paris, Nita A.

2000-11-01

354

Enhancing Pre-service Elementary Teachers' Conceptual Understanding of Solution Chemistry with Conceptual Change Text  

Microsoft Academic Search

This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry.\\u000a Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the\\u000a use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These evaluation data were used to\\u000a produce two segments of

Muammer Çalik; Alipasa Ayas; Richard Kevin Coll

2007-01-01

355

Quality learning of physics: conceptions held by high school and university teachers  

NSDL National Science Digital Library

This paper reports an exploration of the conceptions of quality learning held by two samples of physics teachers â final year, high school physics teachers and academics teaching first year university physics. We begin by outlining our view of quality learning, that is a view of learning in which learners take control of their own learning and engage with active construction and reconstruction of their own meanings for concepts and phenomena. This view of quality learning recognises the crucial role of the affective dimension of learning on the extent to which students engage with and maintain such constructivist and metacognitive approaches to learning. The study explored the qualitatively different ways in which individuals conceptualise quality learning in physics, using semi structured interviews that explored aspects of learning that the respondents regarded as worth fostering in their classrooms. The interview approach was a modification of the Interview-About-Instances approach that allowed the possibility of interviewees suggesting instances of particular relevance to their view of quality learning. This process resulted in a considerable quantity of rich and complex data related to a large range of aspects of physics learning. These data are summarised here, and the qualitatively different conceptions of the respondents with respect to four significant aspects of physics learning are discussed. These aspects are: doing experimental work; linking physics to the real world; students taking responsibility for their own learning and being confident/feeling proud of what you can do.

Brass, Catherine; Gunstone, Richard; Fensham, Peter

2005-11-03

356

Aircraft sound quality for passenger comfort and enhanced product image  

NASA Astrophysics Data System (ADS)

Passenger cabin noise requirements for commercial airplanes are being expanded beyond the traditional focus on noise annoyance and speech intelligibility. There is increasing recognition that the passenger response to the cabin soundscape is much more complex; affecting perceptions of product quality, and impacting fatigue and comfort. Tailoring the soundscape for a preferred cabin environment requires the development of metrics that capture a range of passenger responses. In a preliminary exploration of potential metrics, a series of experiments were undertaken to investigate passenger preference for several classes of stationary and transient sounds within the passenger cabin. The design, implementation, and data analysis for these experiments is discussed, along with the application of results to enhance cabin comfort and to convey product quality. Key findings confirm what has been found in sound quality studies in other industries: sound level alone does not fully account for passenger preference.

Wakefield, Gregory H.; Bultemeier, Eric J.; West, Erik; Angerer, James R.; Bhat, Waman V.

2005-09-01

357

The PISCES Project: How Teacher-Scientist Partners can Enhance Elementary Science Instruction  

NASA Astrophysics Data System (ADS)

The PISCES Project (Partnerships Involving the Scientific Community in Elementary Schools www.sdsa.org/pisces) is an innovative program that brings high quality standards-based elementary science curriculum and hands-on laboratory materials into San Diego County's classrooms. The project is funded by the NSF Graduate Teaching Fellows in K-12 Education (GK-12) program. The project was designed and is administered through cooperation among faculty at San Diego State University and the Science Department of the San Diego County Office of Education. Undergraduate and graduate students enrolled in science programs in San Diego area universities including San Diego State University, California State University San Marcos, and University of California San Diego partner with elementary school teachers. Through this partnership, the scientist brings scientific expertise to the classroom while the teacher delivers the lesson using current pedagogic methods. This is accomplished during a 3 month partnership in which the scientist joins the teacher in the classroom a few days each week to complete professional kit-based curriculum such as that available from FOSS (Full Option Science System) and STC (Science and Technology for Children). The teachers remain in the program for two years during which they have continuous access to the kit-based curriculum as well as two to three partnership cycles. Teachers receive assistance outside of the classroom as well attending professional development institutes three times a year to establish and maintain effective science teaching methods. The San Diego Science Alliance and other community and industry supporters provide the additionalfunding necessary to provide this teacher professional development Currenty, PISCES is present in over 40 schools and is able to provide partnerships to over 100 classrooms each year. In addition to the work done in San Diego, the project has expanded to Barrow, Alaska with plans to expand to La Paz, Mexico where there are SDSU climate research stations. San Diego and Alaska scientists travel to Barrow twice a year to participate in an intense, month-long science instruction partnership. PISCES collects a variety of data including student work, science attitude surveys, interviews with students and teachers, video, as well as science content knowledge. The students find themselves enjoying science and are deeply impacted by the presence of an actual scientist in their classroom. As PISCES enters its fifth year, it is evident that the combination of continuous support inside and outside of the classroom is successful in developing teacher engagement in science instruction.

Reif, C.; Oechel, W.

2003-12-01

358

CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers  

NASA Astrophysics Data System (ADS)

It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

Hickman, Paul

2002-04-01

359

Sleep quality of older adults in nursing homes in Turkey: enhancing the quality of sleep improves quality of life.  

PubMed

The aim of this descriptive study was to examine the sleep quality of older adult nursing home residents and the factors that affect it. The research population included all of the older adult residents of three nursing homes (n = 992) in Izmir, Turkey. The sample comprised those who met the inclusion criteria for the research and agreed to participate (n = 540). Research data were collected using the Elderly Individual's Introduction Form and the Pittsburgh Sleep Quality Index (PSQI). The mean age of the residents was 75.49 (SD = 6.56 years), and 54.1% were women. The sleep quality for the majority of the residents (60.9%) was determined to be poor. Nurses can enhance older adults' quality of sleep and therefore improve their quality of life. PMID:17955737

Eser, Ismet; Khorshid, Leyla; Cinar, Sebnem

2007-10-01

360

Factors that Affect Science and Mathematics Teachers' Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System  

NASA Astrophysics Data System (ADS)

The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers' initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers adopt TEFA. We identified ten main hindering factors reported by teachers, and found that time limitations and question development difficulties are reported as the most problematic. In this paper we provide five vignettes of teachers' initial implementation experiences, illustrating different courses that TEFA adoption can follow. We classify our ten factors into four groups: contextual factors that directly hinder teachers' attempts to implement TEFA (extrinsic type I); circumstances that affect teachers' teaching in general (extrinsic type 0); gaps that teachers have in the knowledge and skills they need to adopt TEFA (intrinsic type I); and ways of being a teacher that describe teachers' deeper perspectives and beliefs, which may be consonant or dissonant with TEFA (intrinsic type II). Finally, we identify four general categories that describe the teachers' initial TEFA implementation.

Lee, Hyunju; Feldman, Allan; Beatty, Ian D.

2012-10-01

361

Design and implementation of two two-week Teacher Enhancement Institutes  

NASA Technical Reports Server (NTRS)

During this summer, I have been part of a four team effort that planned and executed two two-week Teacher Enhancement Institutes (TEI) for 40 K-8 teachers from this area. The TEI was designed to enhance teachers' background in aeronautics and technology so that they would be better equipped to encourage and to train students in the mathematics, science, and technology fields. The teachers were given a stipend and three graduate credits from Christopher Newport University for their participation in this program. The four ASEE fellows worked together to develop objectives and a schedule of activities for each two-week session based on the program outline given in the grants that were funding this effort. We divided the responsibilities in coordinating and implementing each part of the TEI based on the specific strengths and background of each ASEE fellow. My specific responsibilities were: (1) to develop the course syllabus and generally handle all matters involved with the graduate course; (2) coordinate the follow-up sessions; and (3) design and manage half of the technology sessions that we had scheduled (approximately 30% of the TEI was devoted to technology). Because the first two responsibilities were primarily administrative in nature, I will address only the last. The technology sessions were divided into computer-only and other technologies (e.g., television and digital technology including scanning, digital photography and CD-ROM). I had responsibility for the computer-only technology sessions. The emphasis of these sessions was on use of the Internet specifically to locate and use educational resources. To maximize learning, these sessions were hands-on with two teachers at each computer. Each teacher received instruction in, and actually used, the most popular tools available on the Internet: email (they were given temporary accounts at NASA LaRC), anonymous ftp and archie, gopher and veronica, mosaic, and telnet. Teachers participated in hands-on workshops to learn about these programs, but were also given time during the two-week session to explore on their own and to find resources on the Net that specifically met their needs. In order to ensure that Internet access continues after their return to the classroom, aIl teachers who did not have them also applied for Learning Link accounts (from WHRO, the local public television station) and Virginia Pen accounts (from the Department of Education of Virginia), both of which allow textbased access to Internet. In addition to getting exposure to and practice with Internet tools, teachers were aIso given a hands-on seminar (and also given practice time) on ClarisWorks, an integrated word processing, spreadsheet, database, and paint package. The technology sessions (and TEI as a whole) were enthusiastically received by both new and more experienced teachers as extremely helpful in improving their ability to use technology in developing lesson pIans.

Lambert, Lynn

1994-01-01

362

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados  

NASA Astrophysics Data System (ADS)

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant ( X 2 = 18.482; df = 10; p = 0.047) in predicting the teachers' reported use of good instructional assessment practices. The best predictor of teachers' report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification.

Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

2013-02-01

363

The rationale for consuming cognitive enhancement drugs in university students and teachers.  

PubMed

Cognitive enhancement (CE) is the pharmaceutical augmentation of mental abilities (e.g., learning or memory) without medical necessity. This topic has recently attracted widespread attention in scientific and social circles. However, knowledge regarding the mechanisms that underlie the decision to use CE medication is limited. To analyze these decisions, we used data from two online surveys of randomly sampled university teachers (N?=?1,406) and students (N?=?3,486). Each respondent evaluated one randomly selected vignette with regard to a hypothetical CE drug. We experimentally varied the characteristics of the drugs among vignettes and distributed them among respondents. In addition, the respondent's internalization of social norms with respect to CE drug use was measured. Our results revealed that students were more willing to enhance cognitive performance via drugs than university teachers, although the overall willingness was low. The probability of side effects and their strength reduced the willingness to use CE drugs among students and university teachers, whereas higher likelihoods and magnitudes of CE increased this propensity. In addition, the internalized norm against CE drug use influenced decision making: Higher internalization decreased the willingness to use such medications. Students' internalized norms more strongly affected CE abstinence compared with those of university teachers. Furthermore, internalized norms negatively interacted with the instrumental incentives for taking CE medication. This internalization limited the influence of and deliberation on instrumental incentives. This study is the first to provide empirical evidence regarding the importance of social norms and their influence on rational decision making with regard to CE. We identified previously undiscovered decision-making patterns concerning CE. Thus, this study provides insight into the motivators and inhibitors of CE drug use. These findings have implications for contending with CE behavior by highlighting the magnitude of potential side effects and by informing the debate regarding the ethics of CE use. PMID:23874778

Sattler, Sebastian; Sauer, Carsten; Mehlkop, Guido; Graeff, Peter

2013-01-01

364

Service Quality and Students' Satisfaction with the Professional Teacher Development Programmes by Distance Mode in a South African University  

ERIC Educational Resources Information Center

This article reports on the relationship between seven factors that described dimensions of education service quality and overall service quality on one hand, and students' satisfaction with the professional teacher development programmes by distance mode in a South African University on the other. We sought to find out whether students enrolled…

Oduaran, A. B.

2011-01-01

365

Raising the Bar of Teacher Quality: Accountability, Collaboration, and Social Justice. The Claremont Letter. Volume 1, Issue 4  

ERIC Educational Resources Information Center

Historically, reform efforts to address poor student achievement have focused on a variety of issues other than teacher quality. Movements such as TQM (Total Quality Management), class size reduction (CSR), school leadership, parental involvement, and multicultural curriculum have not directly addressed the power or influence of the individual…

Ganley, DeLacy Derin; Quintanar, Anita P.; Loop, Lisa S.

2006-01-01

366

Teacher Time: Why Teacher Workload and School Management Matter to Each Student in Our Public Schools. A Parent and Teacher View on School Quality.  

ERIC Educational Resources Information Center

This book presents the argument that teachers need more time for students, more time for planning, and more time for teaching. It claims that the United States should adopt and pay for the model used for public schools elsewhere in the world by having smaller classes, fewer classes per day for each teacher, and more work time for teachers to plan…

Swaim, Marty Shollenberger; Swaim, Stephen C.

367

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.  

PubMed

This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, ?=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, ?=1.62, p<.001, R2=.69. In turn, FOI related to greater improvement in teacher-student interaction quality, ?=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. PMID:23870440

Abry, Tashia; Rimm-Kaufman, Sara E; Larsen, Ross A; Brewer, Alexis J

2013-08-01

368

Closing the Teacher Quality Gap in Philadelphia: New Hope and Old Hurdles. The Third Study of Teacher Quality in Philadelphia. A Report from "Learning from Philadelphia's School Reform"  

ERIC Educational Resources Information Center

This study of teacher staffing issues in the School District of Philadelphia explores the degree to which the district has succeeded in upgrading teachers' professional credentials, recruiting and retaining them, and equitably distributing experienced and credentialed teachers across all types of schools. Since the passage of "No Child Left…

Useem, Elizabeth; Offenberg, Robert; Farley, Elizabeth

2007-01-01

369

Teacher Pay and Teacher Aptitude  

ERIC Educational Resources Information Center

Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these…

Leigh, Andrew

2012-01-01

370

Public Policy and Teacher Labor Markets. What We Know and Why It Matters  

ERIC Educational Resources Information Center

This report summarizes current knowledge about the labor market for teachers and provides policy recommendations to enhance the supply of high-quality teachers. Many schools throughout the country, particularly those with low-income and low-achieving students, have difficulty attracting and retaining high-quality teachers. These schools…

Loeb, Susanna; Reininger, Michelle

2004-01-01

371

Product design enhancement using apparent usability and affective quality.  

PubMed

In this study, apparent usability and affective quality were integrated in a design framework called the Usability Perception and Emotion Enhancement Model (UPEEM). The UPEEM was validated using structural equation modeling (SEM). The methodology consists of four phases namely product selection, attribute identification, design alternative generation, and design alternative evaluation. The first stage involved the selection of a product that highly involves the consumer. In the attribute identification stage, design elements of the product were identified. The possible values of these elements were also determined for use in the experimentation process. Design of experiments was used to identify how the attributes will be varied in the design alternative stage and which of the attributes significantly contribute to affective quality, apparent usability, and desirability in the design evaluation stage. Results suggest that product attributes related to form are relevant in eliciting intense affect and perception of usability in mobile phones especially those directly related to functionality and aesthetics. This study considered only four product attributes among so many due to the constraints of the research design employed. Attributes related to aesthetic perception of a product enhance apparent usability such as those related to dimensional ratios. PMID:20961531

Seva, Rosemary R; Gosiaco, Katherine Grace T; Santos, Ma Crea Eurice D; Pangilinan, Denise Mae L

2011-03-01

372

The Quality of Pre-service Science Teachers' Argumentation: Influence of Content Knowledge  

NASA Astrophysics Data System (ADS)

Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7-12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35-62, 2002). This study examined the possible relationship between pre-service science teachers' (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews.

Cetin, Pinar Seda; Dogan, Nihal; Kutluca, Ali Yigit

2014-04-01

373

Teacher-Student Interactions as Predicted by Teaching Stress and the Perceived Quality of the Student-Teacher Relationship.  

ERIC Educational Resources Information Center

This paper reports on a study that examined teachers' perceptions of their relationships with specific students, their experience of stress in relation to those students, and whether those perceptions and experiences translate into observable differences in actual teacher behavior toward those students in the classroom. Specifically, the project…

Abidin, Richard R.; Kmetz, Christal A.

374

Associations between Child and Teacher Characteristics and Quality of Teacher-Child Relationships: The Case of Hungary  

ERIC Educational Resources Information Center

The purpose of the current study was to investigate variations in teacher-child relationships in childcare classrooms in Budapest, Hungary (N = 172 children in 43 classrooms), and to examine whether variations were associated with child and/or teacher characteristics. In addition, cultural variation was examined with reference to an American…

Koles, Bernadett; O'Connor, Erin E.; Collins, Brian A.

2013-01-01

375

Investigating and Measuring Preservice Elementary Mathematics Teachers' Decision About Lesson Planning After Experiencing Technologically-Enhanced Methods Instruction  

Microsoft Academic Search

Research on teaching and learning mathematics indicates that offering an appropriate constructivist-based teaching model of mathematics instruction to preservice teachers enhances their teaching abilities and confidence in their future teaching. The purpose of this study was to investigate and measure decisions about teaching strategies made by preservice elementary teachers (N=28) in a methods course, which emphasized constructivism and used problem-solving

Janet Sharp; Min Kyeong Kim

2000-01-01

376

Assessment of Preservice Physical Education Teacher Education (PETE) Students' Self-Regulation: Implications for Teacher Foundational Enhancement  

ERIC Educational Resources Information Center

The purpose of this quantitative dissertation was to examine factors determining self-regulation of pre-service physical education teacher education (PETE) students. There is a gap in the literature on self-regulatory capabilities of pre-service teachers and how they self-regulate their learning. Self-regulation theory, the foundation of this…

Olson, Terry D.

2009-01-01

377

Enhancing Teachers' ICT Capacity for the 21st Century Learning Environment: Three Cases of Teacher Education in Korea  

ERIC Educational Resources Information Center

Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of…

Kim, Hyeonjin; Choi, Hyungshin; Han, Jeonghye; So, Hyo-Jeong

2012-01-01

378

Shaping the Profession That Shapes the Future. Speeches from the AFT/NEA Conference on Teacher Quality (Washington, D.C., September 25-27, 1998).  

ERIC Educational Resources Information Center

This publication presents papers given at a 1998 joint meeting of the American Federation of Teachers and National Education Association which focused on teacher quality. One common thread of this conference was criticism of the growing practice of granting emergency certification to unprepared or underprepared teachers. The papers address how to…

American Federation of Teachers, Washington, DC.

379

Enhancing practice teachers' knowledge and skills using collaborative action learning sets.  

PubMed

This research project was designed to enhance the critical thinking and problem-solving skills of practice teachers (PTs) and promote role modelling to specialist community public health nursing (SCPHN) students. This paper explores the impact of action learning sets (ALS) on the trainee PT role and associated students and stakeholders. Pre- and post-intervention surveys were completed by eight trainee PTs and three focus groups were held consisting of trainee PTs, practice education facilitators and students. Three focus groups for the trainee PTs, practice education facilitators and allocated students were held. Findings are presented in relation to three themes: knowledge, skills and role modelling in practice; dedicated practice teacher development; and ALS in practice. Data analysis demonstrated that the PTs valued the dedicated module and ALS enhanced their knowledge and skills. These skills were role modelled to students to guide reflection and knowledge acquisition. All participants intended to develop ALS as part of continued professional development. The paper concludes with recommendations to improve the educational development of both trainee and experienced PTs through the integration of ALS as part of PT development. PMID:24974553

Haydock, Deborah; Evers, Jean

2014-06-01

380

Coaching to Enhance Quality of Implementation in Prevention  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to describe the topics covered by coaches assisting teachers implementing a research-based drug prevention program and explore how coaching affects student outcomes. Design/methodology/approach: The All Stars drug prevention curriculum is implemented by 16 urban teachers who received four coaching sessions.…

Dusenbury, Linda; Hansen, William B.; Jackson-Newsom, Julia; Pittman, Donna S.; Wilson, Cicely V.; Nelson-Simley, Kathleen; Ringwalt, Chris; Pankratz, Melinda; Giles, Steven M.

2010-01-01

381

Intervening in the Professional Development of Science Teachers: The Colorado Science Teaching Enhancement Program. Interim Report of the Formative Evaluation of CO-STEP.  

ERIC Educational Resources Information Center

The purposes of the Colorado Science Teaching Enhancement Program (CO-STEP) are to improve the background in science content and the instructional skills of teachers in grades four through six throughout Colorado and to support the implementation of effective instruction. A network of six Teacher Development Centers in Colorado coordinate teacher

Ellis, James D.; Maxwell, Donald E.

382

Teacher development: a patchwork-text approach to enhancing critical reflection in veterinary and para-veterinary educators.  

PubMed

Reflection is an essential component of teacher-development programs, and reliable, valid methods to teach, assess, and evaluate reflection are critical. However, it is important that appropriate methods are created for and evaluated across multiple disciplinary backgrounds, as the participants' backgrounds are a major factor in the development of critical reflection. The patchwork-text approach is a narrative process that is predominantly focused on the personal development of the individual. The current study used the patchwork-text approach for the development of reflection in participants with a science background who had not used a reflective approach for personal development before. Twenty summative essays and 103 formative essays from 21 participants who underwent a 1-year higher-education teacher-development program were analyzed to assess whether the quality and quantity of reflective writing was enhanced through a regular, iterative process of reflective writing with feedback. The analysis of the essays involved the use of a predefined set of criteria for identifying the different reflective levels from 1 to 4 and the calculation of a reflective score to evaluate the overall development. The results show a clear improvement of higher-level critical thinking as the participants progressed through their course. Higher levels of reflection were achieved particularly where a unit focused on a familiar area for the participant as opposed to one in which the participant had less experience. The analysis provides evidence that the patchwork text is a useful method for development and evaluation of reflection in participants with a veterinary/animal-science base. PMID:24589866

Silva-Fletcher, Ayona; May, Hilary; Magnier, Kirsty M; May, Stephen A

2014-01-01

383

Impact on quality of life in teachers after educational actions for prevention of voice disorders: a longitudinal study  

PubMed Central

Background Voice problems are more common in teachers due to intensive voice use during routine at work. There is evidence that occupational disphonia prevention programs are important in improving the quality voice and consequently the quality of subjects’ lives. Aim To investigate the impact of educational voice interventions for teachers on quality of life and voice. Methods A longitudinal interventional study involving 70 teachers randomly selected from 11 public schools, 30 to receive educational intervention with vocal training exercises and vocal hygiene habits (experimental group) and 40 to receive guidance on vocal hygiene habits (control group control). Before the process of educational activities, the Voice-Related Quality of Life instrument (V-RQOL) was applied, and 3 months after conclusion of the activities, the subjects were interviewed again, using the same instrument. For data analysis, Prox MIXED were applied, with a level of significance ??Teachers showed significantly higher domain and overall V-RQOL scores after preventive intervention, in both control and experimental groups. Nevertheless, there was no statistical difference in scores between the groups. Conclusion Educational actions for vocal health had a positive impact on the quality of life of the participants, and the incorporation of permanent educational actions at institutional level is suggested.

2013-01-01

384

Online naphazoline quality control by micellar-enhanced spectrofluorimetry.  

PubMed

The aim of this study was to develop a method for online spectrofluorimetric quality control of naphazoline (NPZ) in pharmaceuticals and raw drugs. A combination of a flow-injection analysis (FIA) system with micellar-enhanced fluorescence detection is presented as a powerful alternative for the rapid and sensitive analysis of naphazoline. Since NPZ shows low native fluorescence, the use of an anionic surfactant, such as sodium dodecyl sulphate (SDS), provides a considerable enhancement of fluorescence intensity and the nature of the technique allows a possible and easy adaptation to a FIA system. Using ?(exc) = 280 nm and ?(em) = 326 nm, a good linear relationship (LOL) was obtained in the range 0.003-10 µg mL(-1) with a detection limit (LOD) of 3 × 10(-4) µg mL(-1) (s/n = 3). Parameters related to the nature of the analytical signal and to the FIA manifold were optimized. Satisfactory recoveries were obtained in the analysis of commercial pharmaceutical formulations. The proposed method is simple, accurate and allows for high-speed sampling and considerably shorter analysis times. In addition, it requires inexpensive equipment and reagents and has easy operational conditions and no side effects, thus avoiding environmental pollution through toxic waste. PMID:21538792

Peralta, Cecilia Mariana; Silva, Raúl Alejandro; Fernández, Liliana Patricia; Masi, Adriana Noemí

2011-01-01

385

A Survey Study Examining Pre-Service Teachers' Thoughts about Recruitment and Retention of Quality Bilingual Teachers  

Microsoft Academic Search

This study identified important factors that need t o be considered concerning the recruitment, retention and job satisfaction of teac hers certified in bilingual\\/ESL from the pre-service teacher perspective. The Bil ingual Pre-Service Teacher Questionnaire (BPTQ) was developed and administered to seventy-three undergraduate students who were enrolled in courses, which would lead to bilingual certification at a large university in

Roxane Cuellar

386

Measuring Usable Knowledge: Teachers' Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning  

ERIC Educational Resources Information Center

This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers' analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written…

Kersting, Nicole B.; Givvin, Karen B.; Thompson, Belinda J.; Santagata, Rossella; Stigler, James W.

2012-01-01

387

Quality of Internet Use by Teachers in the United Arab Emirates  

ERIC Educational Resources Information Center

This study took place in the United Arab Emirates (UAE) to examine teachers' use of the Internet, identify obstacles teachers face in using the Internet, and identify parties that support them to use the Internet in their classrooms. Data were collected from 443 elementary and secondary teachers throughout the country using the Teacher Internet…

Alghazo, Iman M.

2006-01-01

388

Guard Dogs or Guide Dogs? Adequacy vs. Quality in the Accreditation of Teacher Education.  

ERIC Educational Resources Information Center

Although both the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) accredit teacher education, the public's confidence in higher education has suffered from reports of supposedly good schools graduating poorly qualified teachers, prompting this reevaluation of how these agencies…

Dill, William R.

1998-01-01

389

Examining Instructional Leadership: A Study of School Culture and Teacher Quality Characteristics Influencing Student Outcomes  

ERIC Educational Resources Information Center

First, to examine the influence of teacher input characteristics and teacher perceptions of school culture on student absences. Second, to examine the influence of teacher input characteristics and teacher perceptions of school culture on out-of-school suspensions. Data was obtained for the 2006-2007 school year from 23 urban public elementary…

Ohlson, Matthew

2009-01-01

390

The Influence of Vocal Qualities and Confirmation of Nonnative English-Speaking Teachers on Student Receiver Apprehension, Affective Learning, and Cognitive Learning  

ERIC Educational Resources Information Center

This study investigated the influence of teacher vocal qualities and confirmation behaviors on student learning. Students (N = 197) enrolled in nonnative English-speaking teachers' classes completed a battery of instruments. Results indicated that both vocal qualities and confirmation behaviors were negatively related to receiver apprehension,…

Hsu, Chia-Fang

2012-01-01

391

Engineering teacher training models and experiences  

Microsoft Academic Search

Institutions and Organisations that take training seriously and devote time, effort and resources, etc, to their own teams are more likely to succeed, since both initial teacher training and continuous improvement, studies, hours of group discussion, works on innovation and educational research, talks and permanent meetings, etc, will all serve to enhance teaching and its quality. Teachers will be able

R. M. González-Tirados

2009-01-01

392

Enhancing Elementary Science Teachers’ Knowledge of Teaching: The Case of Designing and Implementing an Instructional Unit  

Microsoft Academic Search

This article provides a model for the professional development of elementary science teachers. The model focused on integrating different domains of knowledge into science teaching, including the knowledge of the science curriculum, especially scientific inquiry, teacher’s knowledge, and students’ knowledge. The two case studies in this article revealed that the teachers construct their knowledge in a social context. The constant

Jing-Ru Wang

2004-01-01

393

Development of a Methodology for Quality Control and Enhancement in Manufacturing.  

National Technical Information Service (NTIS)

The objective of this research is to establish a methodology for product quality enhancement through advances in parameter design and the recognition of the role of the manufacturing system's dynamical behavior on the variability of the product quality ch...

S. E. Elmaghraby Y. Fathi

1989-01-01

394

The Academic Quality Handbook: Enhancing Higher Education in Universities and Further Education Colleges.  

ERIC Educational Resources Information Center

This book is intended as an introduction to the management of quality assurance and enhancement in higher education, particularly in England. The text focuses on the relationship between institutional quality assurance and the auditing authority of the British Quality Assurance Agency for Higher Education. The chapters of part 1, "The Quality

McGhee, Patrick

395

Teachers' Occupational Well-Being and Quality of Instruction: The Important Role of Self-Regulatory Patterns  

ERIC Educational Resources Information Center

Teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are two key aspects of research on teaching that have rarely been studied together. The role of occupational engagement and resilience as two important work-related self-regulatory dimensions that predict occupational well-being and…

Klussman, Uta; Kunter, Mareike; Trautwein, Ulrich; Ludtke, Oliver; Baumert, Jurgen

2008-01-01

396

Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project  

ERIC Educational Resources Information Center

Research Findings: Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching…

Bierman, Karen L.; Sanford DeRousie, Rebecca M.; Heinrichs, Brenda; Domitrovich, Celene E.; Greenberg, Mark T.; Gill, Sukhdeep

2013-01-01

397

Quality, Importance, and Instruction: The Perspectives of Teachers of Students with Visual Impairments on Graphics Use by Students  

ERIC Educational Resources Information Center

Introduction: This study investigated the perceptions and practices of teachers of students with visual impairments in Canada and the United States regarding graphics (both tactile and print) that are used by students with visual impairments. Questions focused on quality, importance, and instruction in the use of graphics. Methods: An electronic…

Zebehazy, Kim T.; Wilton, Adam P.

2014-01-01

398

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample  

ERIC Educational Resources Information Center

Research Findings: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring…

Silva, Kassondra M.; Spinrad, Tracy L.; Eisenberg, Nancy; Sulik, Michael J.; Valiente, Carlos; Huerta, Snjezana; Edwards, Alison; Eggum, Natalie D.; Kupfer, Anne S.; Lonigan, Christopher J.; Phillips, Beth M.; Wilson, Shauna B.; Clancy-Menchetti, Jeanine; Landry, Susan H.; Swank, Paul R.; Assel, Michael A.; Taylor, Heather B.

2011-01-01

399

The Quality of Local District Assessments Used in Nebraska's School-Based Teacher-Led Assessment and Reporting System (STARS)  

ERIC Educational Resources Information Center

A sample of 293 local district assessments used in the Nebraska STARS (School-based Teacher-led Assessment and Reporting System), 147 from 2004 district mathematics assessment portfolios and 146 from 2003 reading assessment portfolios, was scored with a rubric evaluating their quality. Scorers were Nebraska educators with background and training…

Brookhart, Susan M.

2005-01-01

400

Improving Teacher Quality (ITQ) Program--Current Projects and the New RFP. Commission Report 07-14  

ERIC Educational Resources Information Center

This report discusses professional development projects that are currently funded by the Improving Teacher Quality (ITQ) State Grants Program, including representative projects that will be presented to the Commission at the June meeting. In addition, the ITQ program has recently released a Request for Proposals (RFP) for grants that serve early…

California Postsecondary Education Commission, 2007

2007-01-01

401

A Longitudinal Study of Student-Teacher Relationship Quality, Difficult Temperament, and Risky Behavior from Childhood to Early Adolescence  

ERIC Educational Resources Information Center

This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 41/2 and risky behavior in 6th grade. The longitudinal sample of participants (N = 1156) was from the NICHD Study of Early Child Care and…

Rudasill, Kathleen Moritz; Reio, Thomas G., Jr.; Stipanovic, Natalie; Taylor, Jennifer E.

2010-01-01

402

How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development That Districts Provide to Teachers?  

ERIC Educational Resources Information Center

Examined policy mechanisms and processes that districts used to provide high quality inservice professional development to teachers. Data from a national probability sample of professional development coordinators in districts that received federal funding for professional development highlighted specific management and implementation strategies…

Desimone, Laura; Porter, Andrew C.; Birman, Beatrice F.; Garet, Michael S.; Yoon, Kwang Suk

2002-01-01

403

Relations of Children's Effortful Control and Teacher–Child Relationship Quality to School Attitudes in a Low-Income Sample  

Microsoft Academic Search

Research Findings: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3-

Kassondra M. Silva; Tracy L. Spinrad; Nancy Eisenberg; Michael J. Sulik; Carlos Valiente; Snjezana Huerta; Alison Edwards; Natalie D. Eggum; Anne S. Kupfer; Christopher J. Lonigan; Beth M. Phillips; Shauna B. Wilson; Jeanine Clancy-Menchetti; Susan H. Landry; Paul R. Swank; Michael A. Assel; Heather B. Taylor

2011-01-01

404

Application of quality circles in junior high\\/middle schools: Job satisfaction, rapport among teachers, community support and community pressures  

Microsoft Academic Search

The purpose of this study was to analyze staff perceptions of job satisfaction, rapport among teachers, community support of education and community pressures in junior high\\/middle schools using Quality Circles as compared to other schools using a different strategy as part of their shared decision-making model. Schools were identified by the school system implementing the strategy. A group of ten

Eduardo Raul Rivas

1989-01-01

405

The Teacher Advancement Program.  

ERIC Educational Resources Information Center

This publication contains two essays discussing the Teacher Advancement Program (TAP) and a criticism of merit pay for teachers. Today's schools are larger, often overcrowded, and frequently staffed by temporary or inexperienced teachers. TAP was created in response to the need for teacher-quality reform. It addresses challenges of teacher quality

Schiff, Tamara W.

2002-01-01

406

Using Theoretical Models to Examine the Acceptance Behavior of Mobile Phone Messaging to Enhance Parent-Teacher Interactions  

ERIC Educational Resources Information Center

Student academic performance and social competence are influenced positively by parent involvement; effective parent-teacher communication not builds parent reliance on a school, it enhances parent knowledge of raising children. As information technology develops rapidly, it is already a trend that e-communication is replacing traditional paper…

Ho, Li-Hsing; Hung, Chang-Liang; Chen, Hui-Chun

2013-01-01

407

Factors that Affect Science and Mathematics Teachers' Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System  

ERIC Educational Resources Information Center

The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers' initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to…

Lee, Hyunju; Feldman, Allan; Beatty, Ian D.

2012-01-01

408

Benefits of teaching voice amplification as related to subjective laryngeal symptoms and perceived voice quality in teachers  

NASA Astrophysics Data System (ADS)

Loud speaking due to noisy working conditions is a common cause for teachers' voice disorders. One way to diminish the vocal load of teaching is to make use of technical equipment. This Icelandic study explores: (1) if the use of amplification in classrooms would diminish the teachers' experienced symptoms of vocal fatigue; and (2) whether there is a possible change in perceptual voice quality during a teachers' working day. Thirty-three teachers, from grade school to university level, voluntarily served as subjects. They used amplifiers while teaching for one week at least. After that, they filled out a questionnaire concerning their symptoms and experiences. The results showed that the majority of teachers found amplification beneficial. They found it easier to talk and experienced less fatigue. The few disadvantages were technical. For a perceptual analysis, three females and two males (mean age 51 years) with long teaching experience and three or more dysphonic symptoms during the term, had their speech recorded while teaching, with and without amplification. In the clinical examination, no pathological changes were found in the vocal folds. In both studies, the quality of the voices was esteemed better when amplification was used.

Jonsdottir, Valdis

2005-04-01

409

Highly Qualified Teachers Improving Teacher Quality State Grants ESEA Title II, Part A. Non-Regulatory Guidance Revised  

ERIC Educational Resources Information Center

This Non-Regulatory Guidance explains how State educational agencies, local educational agencies, and State agencies for higher education can effectively use Title II, Part A funds to ensure that all teachers are highly qualified and effective, a critical component of the No Child Left Behind Act and the Individuals with Disabilities Education…

Spellings, Margaret

2005-01-01

410

Highly Qualified Teachers: Improving Teacher Quality State Grants. ESEA Title II, Part A. Non-Regulatory Guidance  

ERIC Educational Resources Information Center

This Non-Regulatory Guidance explains how State educational agencies, local educational agencies, and State agencies for higher education can effectively use Title II, Part A funds to ensure that all teachers are highly qualified and effective, a critical component of the No Child Left Behind Act and the Individuals with Disabilities Education…

US Department of Education, 2005

2005-01-01

411

The Role of Teacher Quality in Retention and Hiring: Using Applications to Transfer to Uncover Preferences of Teachers and Schools  

ERIC Educational Resources Information Center

Many large urban school districts are rethinking their personnel management strategies, often giving increased control to schools in the hiring of teachers, reducing, for example, the importance of seniority. If school hiring authorities are able to make good decisions about whom to hire, these reforms have the potential to benefit schools and…

Boyd, Don; Lankford, Hamp; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, Jim

2011-01-01

412

Teacher Preparation Solutions: Rumbling for Quality Just Won't Do  

ERIC Educational Resources Information Center

Due to rapid population growth and critical teacher shortages on the national level in today's fast-changing public school systems, we are witnessing an unprecedented crisis in higher education and teacher preparation. To better understand the current state of teacher certification and preparation, this article examines the contentious atmosphere…

Brewer, Thomas M.

2006-01-01

413

Effective Schools: Managing the Recruitment, Development, and Retention of High-Quality Teachers. Working Paper 37  

ERIC Educational Resources Information Center

Teachers are systematically sorted across schools. Often, schools serving the lowest-achieving students are staffed by the least-skilled teachers. While teachers' school preferences account for some of the sorting, school practices are also likely to be a key factor. Using value-added methods, the authors examine the relationship between a…

Beteille, Tara; Kalogrides, Demetra; Loeb, Susanna

2009-01-01

414

Closing the Teacher Quality Gap in Philadelphia: New Hope and Old Hurdles. Executive Summary  

ERIC Educational Resources Information Center

This study of teacher staffing issues in the School District of Philadelphia, the third in a series, outlines the degree to which the district has succeeded in upgrading teachers' professional credentials, recruiting and retaining them, and equitably distributing experienced and credentialed teachers across all types of schools. Since the passage…

Useem, Elizabeth; Offenberg, Robert; Farley, Elizabeth

2007-01-01

415

Long-Run Trends in the Quality of Teachers: Evidence and Implications for Policy  

ERIC Educational Resources Information Center

One of the key provisions of the No Child Left Behind Act requires states to ensure that every teacher be "highly qualified." Though the meaning of "highly qualified" remains hotly contested, the legislation's emphasis on teachers is well founded. Nearly all modern research on the subject finds teacher effectiveness to be among the most important…

Corcoran, Sean P.

2007-01-01

416

Enhancing Effective Communication between Teachers and Parents through Interactive Inservice Training.  

ERIC Educational Resources Information Center

Teachers often feel intimidated or defenseless when dealing with issues of concern and conflict during parent-teacher conferences. Teachers have indicated a need for: (1) training in effective conferencing skills; and (2) learning to approach parents as cooperative individuals willing to participate in the total educational process of their…

Gary, Karla P.

417

An Online Course to Help Teachers "Use Technology to Enhance Learning": Successes and Limitations  

ERIC Educational Resources Information Center

The technology information age mandates that teacher education programs integrate technology into the curriculum. Yet, as the demand for technology use in K-12 classrooms increases nationwide, many teachers feel unprepared for this task (Sprague, Kopfman, & Dorsey, 1998). Traditional face-to-face teacher education and professional development…

Marra, Rose M.

2004-01-01

418

Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers  

ERIC Educational Resources Information Center

To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication…

Schneider, Rebecca M.

2009-01-01

419

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning  

ERIC Educational Resources Information Center

The purpose of this study was twofold. The primary purpose was to improve pre-service teacher education by using technology to help pre-service teachers bridge the gap between academic preparation and practice. The secondary, but still important, objective was to familiarize pre-service teachers in the use of technology to support their future…

Smith, Judith J.; Greene, H. Carol

2013-01-01

420

Iranian and U.S. Pre-Service Teachers' Philosophical Approaches to Teaching: Enhancing Intercultural Understandings  

ERIC Educational Resources Information Center

This study investigated philosophical approaches to teaching held by pre-service teachers in Iran and the US. The study's participants were 30 pre-service teachers from Iran, a predominantly Muslim country, and 30 American pre-service teachers. Data were collected using the 105-item Philosophy of Education Scale (POES, Author A, 2003) composed of…

Pryor, Caroline R.; Eslami-Rasekh, Zohreh

2004-01-01

421

Enriching the Professional Learning of Early Years Teachers in Disadvantaged Contexts: The Impact of Quality Resources and Quality Professional Learning  

ERIC Educational Resources Information Center

Studies indicate that very few teachers entering disadvantaged contexts feel prepared academically or professionally to teach effectively. This study focuses on the impact of a model for professional learning, the RoleM Professional Learning model (RPL), situated in a disadvantaged context over a three-year period. The participating teachers (n =…

Warren, Elizabeth A.; Miller, Jodie

2013-01-01

422

Quality management and the Emergency Services Enhancement Program.  

PubMed

Since the introduction of the Emergency Services Enhancement Program (ESEP) in Victoria in 1995, improvements have been demonstrated in the indicators relating to Emergency waiting times, ambulance bypass rates and inpatient bed access block. This study focuses on staff perceptions of changes in these indicators, factors perceived to influence performance improvements and the extent to which ESEP is perceived to have contributed to overall patient care. A questionnaire was directed at four focus groups within each of the hospitals participating in ESEP. These were Chief Executive Officers, Emergency Department Directors and Nurse Unit Managers, bed coordinators and personnel from the Emergency Department floor. A total of 101 staff responded. Emergency Department staff were generally accurate in their perceptions of performance changes. The most important factors effecting the changes were perceived to be changes in staff profile, management of patient flow through the department, changes in administrative policies and changes in work practices. Staff perceived that patient care has improved by 10% since 1995 and that ESEP has contributed 8% of this improvement. Staff have perceived improvements in ESEP performance indicators consistent with actual changes. The possible mechanisms by which these changes have occurred are presented and discussed. Factor analysis indicated that changes perceived to be most likely to result in improvements were: changes in staff profile (seniority), managing the flow of patients through emergency departments, changing administrative policies, changes in work practices and changes in staff numbers. Improvements in patient care were considered partly due to ESEP. In addition, ESEP has raised awareness of quality management issues. PMID:11892830

Cobelas, C; Cooper, C; Ell, M; Hawthorne, G; Kennedy, M; Leach, D

2001-09-01

423

Alfacalcidol enhances collagen quality in ovariectomized rat bones.  

PubMed

The aim of this study was to investigate the effects of alfacalcidol (1?(OH)D3 : ALF) on bone collagen employing an ovariectomized rat model. Thirty-five 16-week-old female Sprague-Dawley rats were divided into five groups: SHAM (sham-operated?+?vehicle), OVX (ovariectomy?+?vehicle), and three ALF-treated groups, that is, ovariectomy?+?0.022?µg/kg/day ALF, ovariectomy?+?0.067?µg/kg/day ALF, and ovariectomy?+?0.2?µg/kg/day ALF. After 12 weeks of treatment, tibiae were subjected to histological, biochemical and immunohistochemical analyses. Collagen matrices in OVX bone appeared as immature and poorly organized; however, with the ALF treatment, it was improved in a dose-dependent manner. Contents of collagen and pyridinoline cross-link were decreased in OVX compared with SHAM, but they increased to the level comparable to SHAM in ALF-treated groups. The total aldehyde, that is, a sum of free and those involved cross-links, in the highest dose of ALF was significantly higher than the rest of the groups (p?enhances the maturation of collagen in ovariectomy-induced osteoporotic bones, which likely contributes to the improvement of bone quality. © 2014 The Authors. Journal of Orthopaedic Research. Published by Wiley Periodicals, Inc. J Orthop Res 32:1030-1036, 2014. PMID:24809324

Nagaoka, Hideaki; Terajima, Masahiko; Yamada, Shizuka; Azuma, Yoshiaki; Chida, Takayuki; Yamauchi, Mitsuo

2014-08-01

424

Quality insights of university teachers on dying, death, and death education.  

PubMed

One of the main responsibilities of teachers is to help individual students cope with life difficulties such as grief following a death. However, very little research explores teachers' views on death, dying, and how they handle grief and loss in schools. This study aims to explore university teachers' knowledge and attitudes on dying, death, and death education. Fifteen university teachers were recruited using a qualitative method. This study reveals that most teachers' views on death and related issues are largely affected by their death experiences, religious beliefs, professional background, and the mass media. Although they have a general negative response toward death and dying, some teachers begin to affirm their meanings of life and death. Most teachers agree that they do not feel adequate about managing and teaching on life and death issues, so they strongly support including death education in the formal programs in Hong Kong. PMID:23472324

Mak, Mui-Hing June

425

Quality Management and Enhancement Processes in UK Business Schools: A Review  

ERIC Educational Resources Information Center

Purpose: The aim of this paper is to provide insights into the processes that can be and have been adopted by UK business schools as they attempt to meet the Quality Assurance Agency's concern with the standard of quality management and enhancement. Design/methodology/approach: A review of the literature provides interpretations of quality,…

Hodgkinson, Myra; Kelly, Mike

2007-01-01

426

Improving Iris Recognition Performance Using Segmentation, Quality Enhancement, Match Score Fusion, and Indexing  

Microsoft Academic Search

This paper proposes algorithms for iris segmentation, quality enhancement, match score fusion, and indexing to improve both the accuracy and the speed of iris recognition. A curve evolution approach is proposed to effectively segment a nonideal iris image using the modified Mumford-Shah functional. Different enhancement algorithms are concurrently applied on the segmented iris image to produce multiple enhanced versions of

Mayank Vatsa; Richa Singh; Afzel Noore

2008-01-01

427

Improving Teacher Quality in U.S. School Districts: Districts' Use of Title II, Part A, Funds in 2002-2003. Policy and Program Brief  

ERIC Educational Resources Information Center

The No Child Left Behind Act of 2001 (NCLB), which reauthorized the Elementary and Secondary Education Act of 1965, places a major emphasis on teacher quality as a significant factor in improving student achievement. Under NCLB, Title II, Part A provides funds to states and districts to conduct a variety of teacher-related reform activities.…

US Department of Education, 2004

2004-01-01

428

Status of Improving Teacher Quality State Grants--Title II, Part A, No Child Left Behind. Commission Report 04-10.  

ERIC Educational Resources Information Center

This item provides an overview of projects in California's current portfolio of K-12 teacher professional development activities funded under the federal Dwight D. Eisenhower Professional State Grant and the Improving Teacher Quality (ITQ) State Grant Programs. Under the two federal initiatives, since 1986 the Commission has received approximately…

California Postsecondary Education Commission, 2004

2004-01-01

429

Reducing Teacher Stress.  

ERIC Educational Resources Information Center

Reports on a case study of inservice training conducted to enhance the teacher/student relationship and reduce teacher anxiety. Found significant improvements in attitudes, classroom management activities, and lower anxiety among teachers. (MD)

Docking, R. A.; Docking, E.

1984-01-01

430

Quality Science in South Australia: Enhanced through Technology.  

ERIC Educational Resources Information Center

Introduces the project Technology Enhanced Elementary and Middle School Science (TEEMSS) which implements technology into numeracy, literacy, and scientific working. Uses a hands-on science approach. (YDS)

Bridges, Kath

2002-01-01

431

Placements: An Underused Vehicle for Quality Enhancement in Higher Education?  

ERIC Educational Resources Information Center

Placements have the potential to contribute more effectively to the quality of higher education. The aim of this article is to discuss how placements can be made more worthwhile for individual students, while also contributing to the overall quality of teaching and learning at HEIs as well as to the development of workplace cultures that are…

Kettis, Asa; Ring, Lena; Gustavsson, Maria; Wallman, Andy

2013-01-01

432

Enhancing quality control in transportation construction through nondestructive testing  

Microsoft Academic Search

This paper addresses the growing need for modern nondestructive evaluation (NDE) techniques for quality control during the construction\\/fabrication stages of transportation infrastructure. While the use of NDE techniques for in-service monitoring of infrastructure is increasing, very little effort is currently being made to use NDE for construction quality control. This paper proposes the use of modern NDE techniques for inspection

Udaya B. Halabe; David R. Martinelli; Samer H. Petro

1999-01-01

433

Lessons from a Decade of Mathematics and Science Reform: A Capstone Report for the Local Systemic Change through Teacher Enhancement Initiative  

ERIC Educational Resources Information Center

In 1995, the National Science Foundation (NSF) initiated the Local Systemic Change through Teacher Enhancement program. The initiative's primary goal is to improve instruction in science, mathematics, and technology through teacher professional development within whole schools or school districts. NSF funded the first cohort of Local Systemic…

Banilower, Eric R.; Boyd, Sally E.; Pasley, Joan D.; Weiss, Iris R.

2006-01-01

434

LSU Virtual Museum: Technology-Enhanced Geoscience Teacher Workshops for Louisiana K-8 Educators.  

NASA Astrophysics Data System (ADS)

The Virtual Museum, a Louisiana Board of Regents sponsored SELECT program, is a collaborative project between the Museum of Natural Science and the French Education Project at Louisiana State University. It offers Louisiana science teachers, in-training teachers, and immersion teachers a professional development program via six videoconferences. These videoconferences are broadcast from LSU to six distance-learning sites across the entire state of Louisiana. This unique teacher population was selected because in Louisiana, there are two types of K-8 science teachers: teachers in traditional classroom settings and teachers in immersion programs. In the Foreign language Immersion programs, the target language (French or Spanish) is the language of instruction and communication in the classroom. For each videoconference, teachers are provided content material that is prepared by geology faculty and graduate students, example of ongoing field research by LSU faculty members, classroom-ready activities, information on available loan material and on-line resources, training on the unique Scope-On-A-Rope microscope, pre-made PowerPoint presentations and virtual museum photos, all, in French and in English. Three of the videoconferences emphasize regional and statewide earth science topics including Louisiana fossils, rocks and minerals, and field techniques used to interpret Louisiana's geologic history. The activities provided for teachers are hands-on, inquiry based classroom exercises that focus on the availability of local materials. These activities can also be scaled for use in a variety of grade-levels and teachers are encouraged to use these activities in their classrooms. The program has proven to foster new collaboration between science teachers in regular programs and immersion schools while boosting the interest statewide for natural science topics.

Warny, S.; Egea-Kuehne, D.; Tedford, R.; Lopez, A.

2007-12-01

435

Recognition Performance and Perceived Quality of Video Enhanced for the Visually Impaired  

PubMed Central

Summary Subjects with central field loss (CFL) individually selected enhancement parameters to improve visibility of static video images. The effect of enhancement on performance and on perceived quality of motion video was assessed. Performance, e.g., recognition of visual details, was assessed by having subjects answer questions regarding visual information contained in the video motion segments that were enhanced using the individually selected parameters. Enhancement did not improve subject performance on questions about video content. This result might be due to a ceiling effect limitation of the performance assessment method. In a second procedure, subjects’ continuous perceptions of quality (using an adjective-based rating scale) were made while the enhancement parameters were abruptly switched among multiple values (including the individually selected enhancements, as well as unenhanced, over-enhanced, and degraded segments. The results indicate that adaptive enhancement (individually-tuned using a static image) adds significantly to perceived image quality when viewing motion video. Subjects who selected stronger contrast enhancement also perceived the enhancement to provide a larger benefit in image quality.

Peli, Eli

2005-01-01

436

Formative and summative evaluation efforts for the Teacher Enhancement Institute conducted at the NASA Langley Research Center, summer 1994  

NASA Technical Reports Server (NTRS)

The Teacher Enhancement Institute (TEI) at NASA Langley Research Center was developed in response to Executive Order 12821 which mandates national laboratories to 'assist in the mathematics and science education of our Nation's students, teachers, parents, and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science. Such programs, to the maximum extent possible, shall involve partnerships with universities, state and local elementary and secondary school authorities, corporations and community based organizations'. The faculty worked closely with one another and the invited speakers to insure that the sessions supported the objectives. Speakers were informed of the objectives and given guidance concerning form and function for the session. Faculty members monitored sessions to assist speakers and to provide a quality control function. Faculty provided feedback to speakers concerning general objective accomplishment. Participant comments were also provided when applicable. Post TEI surveys asked for specific comments about each TEI session. During the second of the two, two week institutes, daily critiques were provided to the participants for their reflection. This seemed to provide much improved feedback to speakers and faculty because the sessions were fresh in each participant's mind. Between sessions one and two, some changes were made to the program as a result of the formative evaluation process. Those changes, though, were minor in nature and comprised what may be called 'fine tuning' a well conceived and implemented program. After the objectives were written, an assessment instrument was developed to test the accomplishment of the objectives. This instrument was actually two surveys, one given before the TEI and one given after the TEI. In using such a series, it was expected that changes in the participants induced by attendance at TEI may be discovered. Because the institute was limited in time and depth of exposure, attitudinal changes (self-assessment of ability and confidence) were chosen to be surveyed. On the pre-survey, seven general categories of questions were asked. The post-survey repeated three of these categories, providing a pre and post evaluation of the same questions and added a fourth category which asked the participant to self-assess objective accomplishment. The assessment process for TEI was valuable when one looks at the final accomplishments of the TEI. A number of aspects stand out: (1) formative evaluation during project development allowed the goals and objectives to guide the development of the institute; (2) formative evaluation provided positive guidance to presenters in developing and implementing their session; (3) formative evaluation helped presenters to improve or focus their sessions; (4) summative evaluation provided managers a way to gauge the success of the institute; (5) summative evaluation provided a benchmark for future programs to be measured against.

Carlson, Randal D.

1994-01-01

437

Children's Cortisol and the Quality of Teacher-Child Relationships in Child Care  

ERIC Educational Resources Information Center

Teacher-child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety-one 4-year-olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher-child interaction session outside the…

Lisonbee, Jared A.; Mize, Jacquelyn; Payne, Amie Lapp; Granger, Douglas A.

2008-01-01

438

Quality Teachers for Indigenous Students: An Imperative for the Twenty-First Century  

ERIC Educational Resources Information Center

This paper argues that all learners need teachers who are not only professionally qualified but also culturally competent. This is particularly so with teachers of indigenous students, who face the conflicting expectations of schools and those of their home cultures. References to Pacific students will be used to illustrate some of the conflicts…

Thaman, Konai Helu

2013-01-01

439

High-Quality Professional Development for All Teachers: Effectively Allocating Resources. Research & Policy Brief  

ERIC Educational Resources Information Center

This Research & Policy Brief addresses the aspect of the teacher support system that is perhaps the most important and often the most weakly implemented: teacher learning and development. This brief includes the following to help state and district leaders select professional learning activities that are worth the allocation of scarce resources:…

Archibald, Sarah; Coggshall, Jane G.; Croft, Andrew; Goe, Laura

2011-01-01

440

Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching  

ERIC Educational Resources Information Center

In this paper, we describe the results a study assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of teacher

Goldhaber, Dan; Anthony, Emily

2005-01-01

441

Within-School Variation in Teacher Quality: The Case of Ninth Grade  

ERIC Educational Resources Information Center

There is abundant evidence that ninth grade is a critical year for students, particularly those enrolled in large urban school districts. Despite the importance of the freshman year for subsequent academic success, the existence of teacher status systems within schools suggests that ninth graders, who are traditionally viewed by teachers as…

Neild, Ruth Curran; Farley-Ripple, Elizabeth

2008-01-01

442

Closing the Teacher Quality Gap in Philadelphia: New Hope and Old Hurdles  

ERIC Educational Resources Information Center

In this report, three specific questions guide the analyses that follow: (1) To what degree has the School District of Philadelphia upgraded the teaching credentials of its teachers? (2) How well has the district succeeded in reducing teacher attrition and increasing the experience level of its workforce? (3) Have district efforts since the state…

Useem, Elizabeth; Offenberg, Robert; Farley, Elizabeth

2007-01-01

443

Observed Characteristics and Teacher Quality: Impacts of Sample Selection on a Value Added Model  

ERIC Educational Resources Information Center

We measure the impact of observed teacher characteristics on student math and reading proficiency using a rich dataset from Florida. We expand upon prior work by accounting directly for nonrandom attrition of teachers from the classroom in a sample selection framework. We find evidence that sample selection is present in the estimation of the…

Winters, Marcus A.; Dixon, Bruce L.; Greene, Jay P.

2012-01-01

444

Application of Principles of Total Quality Management (TQM) in Teacher Education Institutions  

ERIC Educational Resources Information Center

The indomitable spirit of higher education paves the way for the growth of a nation in the political, economic, social, intellectual and spiritual dimensions. Teacher education is one of the areas in higher education which trains student-teachers in pedagogy, which in turn helps them to train the young minds of educational institutions. The "Fate…

Manivannan, M.; Premila, K. S.

2009-01-01

445

The Role of the Curriculum Laboratory in the Preparation of Quality Teachers.  

ERIC Educational Resources Information Center

The results of a questionnaire sent to 443 teacher education institutions, listed in the 1965-66 report of the National Council for Accreditation of Teacher Education, are reported in this document. Responses to the questionnaire, which elicited information about campus curriculum laboratories or equivalents, revealed that the laboratories (found…

Ellis, Elinor V.

446

Recruiting, Retaining, and Preparing Quality Urban Teachers: The Urban Learning Program (ULRN)  

ERIC Educational Resources Information Center

This study's goals were to describe an urban, blended undergraduate/teacher preparation program and to assess its effectiveness in recruiting, retaining, and preparing diverse teachers to teach in urban schools. Methods used included a 43-item, on-line survey and semi-structured interviews. One hundred nine undergraduates (68%) responded to the…

Wood, Ann L.; Lewis, James L.

2011-01-01

447

The Effects of School Facility Quality on Teacher Retention in Urban School Districts  

ERIC Educational Resources Information Center

The attrition of both new and experienced teachers is a great challenge for schools and school administrators throughout the United States, particularly in large urban districts. Because of the importance of this issue, there is a large empirical literature that investigates why teachers quit and how they might be better induced to stay. Here we…

Buckley, Jack; Schneider, Mark; Shang, Yi

2004-01-01

448

Necessary and Insufficient: Resisting a Full Measure of Teacher Quality. NCTQ Reports, Spring 2004  

ERIC Educational Resources Information Center

For all the conflict generated by various K-12 education reform efforts, there is one principle everyone agrees on: teachers need to know the subject matter they teach. This principle makes sense to parents, educators, and policy makers alike. On the importance of a teacher's knowledge the views range from those who believe subject knowledge to be…

Tracy, Christopher O.; Walsh, Kate

2004-01-01

449

Certification Requirements and Teacher Quality: A Comparison of Alternative Routes to Teaching. Working Paper 64  

ERIC Educational Resources Information Center

Traditionally, states have required individuals complete a program of study in a university-based teacher preparation program in order to be licensed to teach. In recent years, however, various "alternative certification" programs have been developed and the number of teachers obtaining teaching certificates through routes other than completing a…

Sass, Tim R.

2011-01-01

450

The Graduate Teacher Programme in England: Mentor Training, Quality Assurance and the Findings of Inspection  

ERIC Educational Resources Information Center

In its recent report on the Graduate Teacher Programme (GTP), an employment-based route to Qualified Teacher Status (QTS) in England, the Government's Office for Standards in Education found that, although almost all trainees meet the standards required to qualify, too often they do so at an adequate level, rather than achieving the high levels of…

Brookes, Winston

2005-01-01

451

Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers  

NASA Astrophysics Data System (ADS)

Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in helping me bridge the gap between meeting these teaching goals in a middle school science classroom and being able to truly utilize, in the classroom, what I learn in these research programs. Thus, by highlighting these aspects I hope to aid in the ongoing improvement of these teacher research programs.

Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.

2005-12-01

452

Using Blended Learning for Enhancing EFL Prospective Teachers' Pedagogical Knowledge and Performance  

ERIC Educational Resources Information Center

The basic objective of the present study is to investigate the effectiveness of using blended learning model in developing EFL prospective teachers' pedagogical knowledge and performance. The study sample included 38 EFL Saudi prospective teachers (fourth-year students) at the Faculty of Education & Arts, University of Tabuk, KSA. To collect the…

Badawi, Mohamed Farrag

2009-01-01

453

Supporting Change in Teacher Education: Using Technology as a Tool to Enhance Problem-Based Learning  

ERIC Educational Resources Information Center

Sponsored by a Preparing Tomorrow's Teachers to Use Technology (PT3) grant, we participated in various activities designed to help us learn to infuse technology in our teacher education courses. The purpose of this paper is to describe the specific impact of the PT3 project activities on our change process -- including the formation, evolution,…

Draper, Roni Jo; Smith, Leigh; Sabey, Brenday

2004-01-01

454

The Use of Discourse Analysis To Enhance ESP Teacher Knowledge: An Example Using Aviation English.  

ERIC Educational Resources Information Center

Provides an example of one process used by a teacher-researcher to increase and expand the use of relevant materials, knowledgeable teachers, and teamwork with subject matter professionals in English for academic purposes' (EAP) programs. The study was conducted for an EAP program in a civil aviation school in Turkey. (Author/VWL)

Sullivan, Patricia; Girginer, Handan

2002-01-01

455

No Child Misunderstood: Enhancing Early Childhood Teachers' Multicultural Responsiveness to the Social Competence of Diverse Children  

ERIC Educational Resources Information Center

As a result of rapid demographic changes in our society, more children from diverse racial/cultural backgrounds join our early childhood classrooms. The majority of early childhood teachers, on the other hand, are middle-class and of European-decent. This paper provides early childhood teachers with both theoretical and practical understandings…

Han, Heejeong Sophia; Thomas, M. Shelley

2010-01-01

456

The Relationship between Teacher Language Use in Enhanced Milieu Teaching Sessions and Child Language Outcomes  

ERIC Educational Resources Information Center

Research indicates that linguistic input from teachers may affect child vocabulary development in preschool and beyond (Dickinson & Tabors, 2001). Currently, there is little research on the relationship between specific teacher language use in individual interactions on child language outcomes for preschool children at risk for academic delays.…

McLeod, Jennifer Ragan Henderson

2010-01-01

457

Using Literature to Enhance Content Area Instruction: A Guide for K-5 Teachers  

ERIC Educational Resources Information Center

RAuthor Rebecca Olness combines her love of children's literature and her experience as a classroom teacher and literacy specialist to show teachers that it is possible to teach both content and literacy concepts simultaneously. Chapters cover social studies, science, mathematics, and the arts. In these pages readers will find rationale and…

Olness, Rebecca

2007-01-01

458

Enhancing the Role of the Arts in Primary Pre-Service Teacher Education  

ERIC Educational Resources Information Center

This research sought to explore the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. There is evidence from a range of data collected before, during and after the week that it had helped to strengthen participants' self-image as artistic…

Davies, Dan

2010-01-01

459

Enhancing TPACK with Assistive Technology: Promoting Inclusive Practices in Preservice Teacher Education  

ERIC Educational Resources Information Center

As the global community continues the transition from an industrialized factory model to an information and now participatory networked-based society, educational technology will play a pivotal role in preparing students for their futures. Many teacher preparation programs are failing to provide preservice teachers with the knowledge, skills, and…

Marino, Matthew T.; Sameshima, Pauline; Beecher, Constance C.

2009-01-01

460

Towards a New Professionalism: Enhancing Personal and Professional Development in Teacher Education  

ERIC Educational Resources Information Center

The diversity and complexity of the post-modern era places new and important challenges on teacher education. The crucial role that personal dispositions have for professional learning needs to be better understood and acknowledged. Teacher training programmes need to focus more on objectives such as promoting conflict literacy, self-awareness,…

Malm, Birgitte

2009-01-01

461

Information Literacy Follow-Through: Enhancing Preservice Teachers' Information Evaluation Skills through Formative Assessment  

ERIC Educational Resources Information Center

An investigation into preservice teachers' information evaluation skills at a large university suggests that formative assessment can improve student achievement. Preservice teachers were asked to apply information evaluation skills in the areas of currency, relevancy, authority, accuracy, and purpose. The study used quantitative methods to assess…

Seely, Sara Robertson; Fry, Sara Winstead; Ruppel, Margie

2011-01-01

462

Teacher Characteristics and Teaching Styles as Effectiveness Enhancing Factors of Classroom Practice  

ERIC Educational Resources Information Center

This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study reveals that the presence of effective classroom…

Opdenakker, Marie-Christine; Van Damme, Jan

2006-01-01

463

Daycare Book-a-thon: Preservice Teachers Enhancing the Reading Experience of Preschool Children.  

ERIC Educational Resources Information Center

The Daycare Book-a-thon is a project that targets at-risk preschoolers, providing books donated from preservice teachers in a children's literature course along with bookmarks highlighting ways parents can read and extend the books with their children at home. Through this activity, preservice teachers come to understand the diverse student…

Lowery, Ruth McKoy

2003-01-01

464

Summary of Literature Describing the Functional Ability of Wetlands to Enhance Wastewater Quality.  

National Technical Information Service (NTIS)

This report summarizes a literature review of the effectiveness of wetlands for enhancing wastewater quality. Results from the review were categorized by the type of wastewater (i.e., municipal domestic, stormwater, industrial, agricultural, and mining) a...

A. L. Mize H. E. Westerdahl R. C. Phillips S. A. Robinson

1993-01-01

465

75 FR 5040 - Extension of Period for Comments on Enhancement in the Quality of Patents  

Federal Register 2010, 2011, 2012, 2013

...DEPARTMENT OF COMMERCE Patent and Trademark Office [Docket No.: PTO-P-2010-0004...Period for Comments on Enhancement in the Quality of Patents AGENCY: United States Patent and Trademark Office, Commerce. ACTION:...

2010-02-01

466

Recent Picture Quality Enhancement Technology Based on Human Visual Perception in LCD TVs  

Microsoft Academic Search

Picture quality enhancement technologies applied by human vision system (HVS) were introduced. A smooth eye pursuit mechanism was applied to moving picture quality enhancement. The fast frame-rate and impulsive-like driving methods were reviewed. A new analysis method of a color reproduction capability of TVs was introduced and had its importance pointed out. Luminance-related issues in liquid crystal display (LCD) TVs

Jun H. Souk; Jongseo Lee

2007-01-01

467

Highlights of contractor initiatives in quality enhancement and productivity improvement  

NASA Technical Reports Server (NTRS)

The NASA/Contractor Team efforts are presented as part of NASA's continuing effort to facilitate the sharing of quality and productivity improvement ideas among its contractors. This complilation is not meant to be a comprehensive review of contractor initiative nor does it necessarily express NASA's views. The submissions represent samples from a general survey, and were not edited by NASA. The efforts are examples of quality and productivity programs in private industry, and as such, highlight company efforts in individual areas. Topics range from modernization of equipment, hardware, and technology to management of human resources. Of particular interest are contractor initiatives which deal with measurement and evaluation data pertaining to quality and productivity performance.

1986-01-01

468

Promoting Transformative Learning of Preservice Teachers through Contemplative Practices  

ERIC Educational Resources Information Center

Preservice teacher is an important role to fulfill quality of education in the future. They have to be initially grown transformative learning for helping students to aware knowing and nature of knowledge. This paper explores an application of contemplative practices, which enhance transformative learning of preservice teachers. Forty four…

Nuangchalerm, Prasart; Prachagool, Veena

2010-01-01

469

The Effects of Teachers' Attitudes toward Classroom Management  

ERIC Educational Resources Information Center

This study aimed to provide an answer to whether a given seminar on total quality management (TQM) to primary school teachers can enhance their positive attitudes toward classroom management or not. The participants in this study were teachers working in Cengiz Topel Primary School and Yil Primary School. Both schools are located in Adiyaman, a…

Aksu, Mualla Bilgin; Caglar, Caglar

2006-01-01

470

Are Boys Better Off with Male and Girls with Female Teachers? A Multilevel Investigation of Measurement Invariance and Gender Match in Teacher-Student Relationship Quality  

ERIC Educational Resources Information Center

Although research consistently points to poorer teacher-student relationships for boys than girls, there are no studies that take into account the effects of teacher gender and control for possible measurement non-invariance across student and teacher gender. This study addressed both issues. The sample included 649 primary school teachers (182…

Spilt, Jantine L.; Koomen, Helma M. Y.; Jak, Suzanne

2012-01-01

471

Preparing Potential Teachers for the Transition from Employment to Teacher Training: An Evaluative Case Study of a Maths Enhancement Course  

ERIC Educational Resources Information Center

In response to a UK government drive to improve maths teaching in schools, the South West London Maths Enhancement Course (MEC) has been set up through collaboration between three higher education institutions (HEIs) to provide an efficient route for non-maths graduates in employment to upgrade their subject knowledge and give a smooth transition…

May, Steve; Gay, Jane; Atkins, Nigel; Marks-Maran, Diane

2008-01-01

472

How Can Quality Improvement Enhance the Lives of Children with Disabilities?  

Microsoft Academic Search

Much attention has aided measurement and improvement in the quality of health care during the past two decades, with new ways to define and measure quality, recognition that doing so can identify strategies to enhance care, and systematic efforts by both government and private insurers to apply these principles. In this article, James Perrin reviews these gains. Although children have

James M. Perrin

2012-01-01

473

A Low Complexity Quality Enhancement Method for Binaural Cue Coding - A Hiss Reduction Algorithm  

Microsoft Academic Search

Parametric spatial audio coding (PSAC) is a promising method which compresses multi-channel signals to extremely compact backward compatible representations. However, some implementations (e.g. BCC) usually have noise on their output audio signals and thus degrade their listening qualities. In this paper, a low complexity quality enhancement method is presented.

Chia-Hao Chang; Jin-Hau Kuo; Yin-Tzu Lin; Ja-Lin Wu

2007-01-01

474

Enhancement of Quality in Chemical Inquiry by Pre-University Students  

ERIC Educational Resources Information Center

Our pre-university chemistry students face problems achieving sufficient quality in chemical inquiry. To try to enhance the quality of student performance in chemical inquiry, Dutch pre-university chemistry students (age 17) carried out an authentic research project on "Diffusion of ions in distilled water." The learning materials for this student…

Van Rens, Lisette; Pilot, Albert; Van Dijk, Hans

2004-01-01

475

Enhancing the Quality and Trust of Citizen Science Data  

Microsoft Academic Search

The Internet, Web 2.0 and Social Networking technologies are enabling citizens to actively participate in “citizen science” projects by contributing data to scientific programs. However, the limited expertise of contributors can lead to poor quality or misleading data being submitted. Subsequently, the scientific community often perceive citizen science data as not worthy of being used in serious scientific research. In

Abdulmonem Alabri; Jane Hunter

2010-01-01

476

Extended Music Education Enhances the Quality of School Life  

ERIC Educational Resources Information Center

The claim of whether music education can create social benefits in the school environment was tested in 10 Finnish schools with an extended music curricular class and control classes. The quality of school life (QSL) was assessed by a representative sample ("N" = 735) of pupils at years 3 and 6 (9- and 12-years-olds). The results showed…

Eerola, Päivi-Sisko; Eerola, Tuomas

2014-01-01

477

Aircraft sound quality for passenger comfort and enhanced product image  

Microsoft Academic Search

Passenger cabin noise requirements for commercial airplanes are being expanded beyond the traditional focus on noise annoyance and speech intelligibility. There is increasing recognition that the passenger response to the cabin soundscape is much more complex; affecting perceptions of product quality, and impacting fatigue and comfort. Tailoring the soundscape for a preferred cabin environment requires the development of metrics that

Gregory H. Wakefield; Eric J. Bultemeier; Erik West; James R. Angerer; Waman V. Bhat

2005-01-01

478

Benefits of using enhanced air quality information in human health studies  

EPA Science Inventory

The ability of four (4) enhancements of gridded PM2.5 concentrations derived from observations and air quality models to detect the relative risk of long-term exposure to PM2.5 are evaluated with a simulation study. The four enhancements include nearest-nei...

479

74 FR 38592 - Office of Innovation and Improvement; Overview Information; Teacher Quality Partnership Grants...  

Federal Register 2010, 2011, 2012, 2013

...Development and implementation...communities and teacher shortage...mathematics, science, special education, and the instruction...based upon models of successful...pedagogy, classroom practice...Experience and learning...

2009-08-04

480

74 FR 25221 - Office of Innovation and Improvement; Overview Information; Teacher Quality Partnership Grants...  

Federal Register 2010, 2011, 2012, 2013

...Development and implementation...communities and teacher shortage...mathematics, science, special education, and the instruction...based upon models of successful...pedagogy, classroom practice...Experience and learning...

2009-05-27

481

Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers’ Practices  

Microsoft Academic Search

This study explored the practices of two high school teachers of U.S. history and their students’ performance on evidence-based history essays over 7 months. Data include pre- and posttest essays, interviews, observations, teacher feedback, assignments, and readings. Qualitative and quantitative comparisons of 42 students’ work show that one class improved in writing evidence-based history essays whereas the other did not.

Chauncey Monte-Sano

2008-01-01

482

APS Summer Research Teachers Convene to Focus on Enhancing Effective Classroom Teaching  

NSDL National Science Digital Library

This article is on pages 187-188 of the PDF file. As part of the year-long 2011 Frontiers in Physiology Fellowship program, 16 enthusiastic science teachers from across the nation took a weeklong break from their summer research experience in APS membersĂÂ research laboratories in July. The research teachers (RTs) convened for the ĂÂAPS Science Teaching Forum,ĂÂ an intensive week-long workshop retreat at the Airlie Center in Warrenton, VA.

APS Education Office (American Physiological Society Education Office)

2011-10-01

483

Enhancing nursing students' clinical placement experiences: a quality improvement project.  

PubMed

Clinical experience is recognised as the core of nursing education. Quality clinical placements across a variety of venues are vital to the development of capable and competent professionals. However there is evidence, both anecdotal and empirical, suggesting that students' clinical placement experiences are fraught with problems. The quality improvement project described in this paper aimed to improve the clinical learning experience of nursing students by strengthening communication and partnerships between the university and the two local health services. To achieve this goal, clinicians' perceptions of the problems related to clinical placements and their recommendations for improvement were explored. Focus groups, brainstorming sessions, personal interviews and surveys were used to collect qualitative and quantitative data. Problems and priority issues were identified as more than five hundred clinicians expressed their concerns, claims and issues. Key findings from the project are described under five themes: communication breakdown between the university and clinicians; mentorship; preparation for clinical placements; clinical competence; and graduates' readiness for practice. Utilising a quality improvement framework this project promoted vigorous debate and dialogue between university and health service partners. The nature and extent of the problems surrounding clinical placements were examined, high priority issues targeted for improvement, and the subsequent results measured through feedback from clinicians and students. The success of this project, although impressive in the early stages, will depend upon ongoing communication and evaluation to ensure sustainability of the improvements made. PMID:17083320

Levett-Jones, Tracy; Fahy, Kathleen; Parsons, Kimberly; Mitchell, Amanda

2006-10-01

484

Early-Care and Education Teachers' Perception of High Quality Early-Care and Education Programming in Relation to Their Educational Attainment Level and Experience  

ERIC Educational Resources Information Center

Early-care and education research, relative to positive outcomes for young children, birth through age five, enrolled in high quality early-care and education programs is compelling. This same research also names the classroom teacher as pivotal in establishing and maintaining high quality within their classrooms and practices. Currently, within…

Bechtold, Joy Marie

2011-01-01

485

The Effect of the Use of the Ohio Baldrige Initiative Training in the Pilot Districts on the Sustained Use of Quality Tools by Classroom Teachers  

ERIC Educational Resources Information Center

In the late 1990s, teachers in five pilot districts in Ohio were trained during the Baldrige in Education Initiative (BiE IN). Training included Baldrige's theory, quality process and quality tools. The study was a follow-up to determine the effect of the use of the Ohio Baldrige Initiative training in the pilot districts (and other early…

Schmidbauer, Hollace J.

2010-01-01

486

Teaching in the New Millennium: How We Can Prepare Today's Teachers for Tomorrow's Schools. Hearing on Examining Innovative Teacher Training Methods and to Provide Information as to How Teachers can Receive Quality Professional Development. Committee on Labor and Human Resources, United States Senate. One Hundred Fifth Congress. Second Session (Columbus, OH, June 15, 1998).  

ERIC Educational Resources Information Center

A Senate committee met to discuss the appropriate preparation of teachers for schools of the future. Senator James M. Jeffords from Vermont presented an opening statement and discussed the need for high quality, competent teachers. Senator DeWine's opening statement discussed how education has changed over the years and what it still needs to…

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

487

Potential impact of superconductivity on power quality enhancment  

NASA Astrophysics Data System (ADS)

Electric power quality problems are estimated to cost U.S. industry $26 billion dollars per year in lost production. This paper provides a summary of the problem's magnitude, an overview of the underlying causes, discusses the present methods used by industry to reduce the problem's impact and the associated cost, and examines the potential for superconducting technology to effect alternative solutions. The present market for uninterruptible power supplies (UPS) and power conditioners is also discussed and the benefits of applying high temperature superconductors (HTS) are summarized.

McConnell, B. W.

1992-02-01

488

Teacher Workspaces  

ERIC Educational Resources Information Center

Well-designed and -equipped teacher workspaces provide the opportunity to improve student achievement at every step of their K-12 education. Shared workspace enhances communication among teachers as they evaluate student performance individually and collectively, and share insights with one another. This paper addresses the key elements found in…

Gordon, Douglas

2010-01-01

489

Use of biosolids to enhance rangeland forage quality.  

PubMed

Biosolids land application was demonstrated to be a potentially cost-effective means for restoring forage productivity and enhancing soil-moisture-holding capacity on disturbed rangelands. By land-applying aerobically digested, anaerobically digested, composted, and lime-stabilized biosolids on rangeland test plots at rates of up to 20 times (20X) the estimated nitrogen-based agronomic rate, forage yields were found to increase from 132.8 kg/ha (118.2 lb/ac) (control plots) to 1182.3 kg/ha (1052.8 lb/ac). Despite the environmental benefits associated with increased forage yield (e.g., reduced soil erosion, improved drainage, and enhanced terrestrial carbon sequestration), the type of forage generated both before and after biosolids land application was found to be dominated by invasive weeds, all of which were characterized as having fair to poor nutritional value. Opportunistic and shallow rooting invasive weeds not only have marginal nutritional value, they also limit the establishment of native perennial grasses and thus biodiversity. Many of the identified invasive species (e.g., Cheatgrass) mature early, a characteristic that significantly increases the fuel loads that support the increased frequency and extent of western wildfires. PMID:20480767

McFarland, Michael J; Vasquez, Issaak Romero; Vutran, MaiAnh; Schmitz, Mark; Brobst, Robert B

2010-05-01

490

An exploration of elementary science teachers' expertise, creativity skills, and motivation in relation to the use of an innovation and the delivery of high-quality science instruction  

NASA Astrophysics Data System (ADS)

This two-year study sought to uncover characteristic differences among a purposive sample of 23 elementary teachers who were using an elementary science innovation with various levels of proficiency. Two theoretical frameworks supported the development of the research, the Concerns Based Adoption Model Level of Use (LoU) (Hord, Rutherford, Huling-Austin & Hall, 1987) and Amabile's (1996) Componential Model of Creativity. Both qualitative and quantitative methodologies were employed to gather data on participants' science content knowledge, pedagogical skill, creativity relevant process skills, motivation orientation, self-efficacy, outcome expectancy and workplace environment. Results dispute the common conception among educators that "mechanical use" teachers do not provide high quality lessons. A new method for categorizing teachers' proficiency with an innovation is suggested by this study that incorporates both qualitative data from the LoU interview and classroom observation. Additionally, results show that the quality of the observed science lessons was associated with a teacher's creativity. The data suggest that a teacher's creativity relevant process skills and expertise are indicators of lesson quality. There were important differences among teachers' conceptions of creativity, how they involved students in the reported lessons and in the type of adaptations they made to the innovation. The more creative teachers tended to provide lessons that were more complex, of longer duration, had ties to student home life, and used multiple resources. Following an analysis of these results is a set of suggested professional development strategies and workplace changes to support less proficient teachers in their ability to provide higher quality elementary science lessons.

Falkenberg, Karen L.

491

Time-Out on Timing: The Relationship between the Timing of Teacher Hires and Teacher Quality. Working Paper 2009-04  

ERIC Educational Resources Information Center

Interest in understanding how principals and school districts hire teachers has increased as empirical evidence on teacher effectiveness has grown. Case studies suggest late hiring timelines are pervasive in large urban school districts and result in the loss of more qualified teachers to surrounding suburbs. This paper uses labor market fixed…

Engel, Mimi

2009-01-01

492

Tomorrow's Teachers--Selecting the Best: An Exploration of the Quality Rationale behind Academic and Experiential Selection Criteria for Initial Teacher Education Programmes  

ERIC Educational Resources Information Center

Using Ireland as an example, this paper explores the rationale behind various selection criteria currently used to select suitable candidates for initial teacher education courses. It investigates and discusses patterns of association between second-level student teachers' background characteristics on entry to their teacher education programme…

Heinz, Manuela

2013-01-01

493

Modeling and power quality enhancement to AC drives based on synchronous PI current control technology of PWM rectifier  

Microsoft Academic Search

This paper researches the performance analysis of a power quality enhancement rectifier fed vector control induction motor (VCIM) for electric driving application and presents a power quality enhancement test system to AC drives fed by PWM rectifier using synchronous PI current control technique. The PWM rectifier provides the tested system for research on the power quality of grid. The induction

Chaoyong Guo; Fei Lin; Xiaojie You; Trillion Q. Zheng

2008-01-01

494

ANDRILL: INVOLVING TEACHERS IN FIELD RESEARCH ENHANCES THE TRANSFER OF SCIENTIFIC KNOWLEDGE TO CLASSROOMS AND TO OTHER EDUCATORS  

NASA Astrophysics Data System (ADS)

For most educators, the end of a field research experience is truly the beginning. From the knowledge gained and the excitement of living and working in a harsh environment like Antarctica, ARISE (ANDRILL Research Immersion for Science Educators) participants create enhanced learning experiences and resources for their students and for the professional development of other teachers. ANDRILL (Antarctic geological DRILLing) is an multi-national and interdisciplinary research project involving Italy, Germany , New Zealand, and USA. The core concept of its Education and Public Outreach Program is to embed educators as integral members on the science research teams, allowing them to participate in every phase of the mission. Their primary goal is to develop effective and innovative educational approaches for the communication of the scientific and technical aspects of the drilling program. ANDRILL has developed an exemplary teacher research experience model that differs from most by supporting a collaborative team of international educators rather than just one teacher. During the first two years of drilling projects, 2006 and 2007, ANDRILL took 16 educators from 4 countries to Antarctica. From those experiences, a growing collaborative network of polar science educators is nurtured, many valuable resources and examples of professional development have been created, and lessons have been learned and evaluated for future teacher research immersion experiences. An Italian ARISE participant and ANDRILL’s Education and Outreach Coordinator will present how ARISE has been at the core of developing transformational programs and resources in both countries including: [1] Flexhibit, a digital series of climate change materials designed for informal and formal learning environments that have been translated into Italian, German, French, Arabic, Spanish, and New Zealand English, (2) C2S2: Climate Change Student Summits, which provide professional development and resources for teachers and a video summit to bring together students from different latitudes, [3] an Italian network of institutions led by the National Museum of Antarctica, whose focus is the development of a more effective and inspired approach to climate education, [4] progettosmilla.it, an online project involving over 2000 students across Italy, and [5] ICLEEN, an Italian website that will provide translated science education materials for teachers in Italy. Together, the cadre of ARISE participants and the activities they have developed, have raised the profile of ANDRILL’s research activities in multiple areas and have provided much needed information on climate change to a variety of age groups and cultures in a diverse range of learning environments.

Cattadori, M.; Huffman, L. T.; Trummel, B.

2009-12-01

495

Teacher Quality in Michigan: A School-Level Analysis of the Detroit Metropolitan Region  

ERIC Educational Resources Information Center

Most of the low-performing schools and students are in urban districts where poverty is high, where large proportions of students have limited English proficiency, and where students perform poorly on achievement tests. Moreover, urban districts face numerous challenges, including attracting teachers to their schools and optimizing their hiring,…

Gawlik, Marytza Anne; Kearney, C. Philip; Addonizio, Michael F.; LaPlante-Sosnowsky, Frances

2012-01-01

496

Teacher-Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood  

ERIC Educational Resources Information Center

This investigation examines the extent to which characteristics of the teacher-child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer…

Troop-Gordon, Wendy; Kopp, Jessica

2011-01-01

497

Model versus Mentor: Defining the Necessary Qualities of the Effective Cooperating Teacher  

ERIC Educational Resources Information Center

Student teaching is a key event in the lives of future educators; it can make or break their success in their own classrooms. The selection of qualified cooperating teachers with whom these students will work is accordingly imperative. Student teaching should provide students the opportunity to grow as educators--to learn from those who are more…

Glenn, Wendy J.

2006-01-01

498

Social and Community Values and the Quality of Teacher Work Life.  

ERIC Educational Resources Information Center

The value system of a school is a major factor affecting the teacher's working conditions, but public discourse on educational reform tends to avoid serious discussion of the most deeply embedded values in our educational system. This absence of serious reflection on values limits consideration of alternatives for improving both education and the…

Louis, Karen Seashore

499

Inspecting the Inspectors: Race Equality and Quality in Initial Teacher Education  

ERIC Educational Resources Information Center

Equalities legislation in Britain has in recent years shifted towards requiring public bodies to proactively promote equality rather than simply prevent discrimination. This paper reports on a study of how this requirement, with specific reference to race equality, is enacted in the regulation and inspection of initial teacher education (ITE) in…

Wilkins, Chris

2014-01-01

500

Innovation for Teacher Quality. Final Regulations. Federal Register, Department of Education, 34 CFR Part 230  

ERIC Educational Resources Information Center

The Secretary issues regulations prescribing criteria to be used in selecting eligible members of the Armed Forces to participate in the Troops-to-Teachers program and receive financial assistance. These regulations implement section 2303(c) of the Elementary and Secondary Education Act of 1965, as amended (Act). The regulations also define the…

National Archives and Records Administration, 2005

2005-01-01