2011 State Teacher Policy Yearbook. Kansas

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Minnesota

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Nebraska

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Indiana

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. North Dakota

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State…

2011 State Teacher Policy Yearbook. New York

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State…

2014 Teacher Prep Review: A Review of the Nation's Teacher Preparation Programs

ERIC Educational Resources Information Center

Greenberg, Julie; Walsh, Kate; McKee, Arthur

2014-01-01

"Teacher Prep Review 2014" is the second edition of the National Council on Teacher Quality's (NCTQ's) annual assessment of the nation's 2,400 teacher prep programs. The "Review" uncovers early evidence that teacher prep programs are beginning to make changes. It arrives at a time of heightened, unprecedented…

2011 State Teacher Policy Yearbook. New Hampshire

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. New Mexico

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

Appendix B: Methodology. [2014 Teacher Prep Review

ERIC Educational Resources Information Center

Greenberg, Julie; Walsh, Kate; McKee, Arthur

2014-01-01

The "NCTQ Teacher Prep Review" evaluates the quality of programs that provide preservice preparation of public school teachers. This appendix describes the scope, methodology, timeline, staff, and standards involved in the production of "Teacher Prep Review 2014." Data collection, validation, and analysis for the report are…

State Teacher Policy Yearbook, 2009. National Summary

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

The 2009 edition of the "State Teacher Policy Yearbook" is the National Council on Teacher Quality's (NCTQ's) third annual review of state laws, rules and regulations that govern the teaching profession. This year's report is a comprehensive analysis of the full range of each state's teacher policies, measured against a realistic…

State Teacher Policy Yearbook, 2009. Connecticut

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This Connecticut edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on…

State Teacher Policy Yearbook, 2009. Tennessee

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This Tennessee edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on…

Appendix C: Background and Methodology for Alternative Certification Pilot. [2014 Teacher Prep Review

ERIC Educational Resources Information Center

Greenberg, Julie; Walsh, Kate; McKee, Arthur

2014-01-01

The "NCTQ Teacher Prep Review" evaluates the quality of programs that provide preservice preparation of public school teachers. As part of the "Review," this appendix reports on a pilot study of new standards for assessing the quality of alternative certification programs. Background and methodology for alternative…

State Teacher Policy Yearbook, 2009. Hawaii

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

The Hawaii edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. Idaho

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

The Idaho edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. Utah

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This Utah edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. Maine

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This Maine edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. Alaska

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

The Alaska edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. Kansas

ERIC Educational Resources Information Center

Rosen, Kelli M.; Madden, Trisha M.; Maltz, Stephanie T.; Myers-Preston, Tracey L.

2009-01-01

This Kansas edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. Kentucky

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

The Kentucky edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. Iowa

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

The Iowa edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. New Mexico

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This New Mexico edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on…

State Teacher Policy Yearbook, 2009. New Hampshire

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This New Hampshire edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on…

State Teacher Policy Yearbook, 2009. South Carolina

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This South Carolina edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on…

State Teacher Policy Yearbook, 2009. New Jersey

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This New Jersey edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on…

State Teacher Policy Yearbook, 2009. North Carolina

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This North Carolina edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on…

State Teacher Policy Yearbook, 2009. New York

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

The New York edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

State Teacher Policy Yearbook, 2009. South Dakota

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

This South Dakota edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on…

State Teacher Policy Yearbook, 2009. District of Columbia

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2009

2009-01-01

The District of Columbia edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive…

State of the States: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

Each year, the National Council on Teacher Quality (NCTQ) publishes the "State Teacher Policy Yearbook," a comprehensive examination of the state laws, rules and regulations that govern the teaching profession, measured against a realistic set of reform goals. For five years running, the full "Yearbook" compendium…

Review of "Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep"

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Baker, Megina; Chang, Wen-Chia; Fernández, M. Beatriz; Keefe, Elizabeth Stringer

2017-01-01

Based on a review of GPA and SAT/ACT requirements at 221 institutions in 25 states, a new report from the National Council on Teacher Quality (NCTQ) recommends that states, institutions of higher education, and the Council for the Accreditation of Educator Preparation (CAEP) maintain or establish a higher bar for entry into teacher preparation…

Human Capital in Boston Public Schools: Rethinking How to Attract, Develop and Retain Effective Teachers

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2010

2010-01-01

Staffing each classroom with an effective teacher is the most important function of a school district. Doing so requires strategic personnel policies and smart practices. The National Council on Teacher Quality (NCTQ), working with its local partner, the Massachusetts Business Alliance for Education, undertook an analysis of the Boston Public…

Student Teaching in the United States. Executive Summary

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

In an effort to understand what makes a student teaching experience strong, the National Council on Teacher Quality (NCTQ) has undertaken this comprehensive review. Over a period of two years, NCTQ researchers examined the student teaching programs of a stratified random sample of 134 higher education institutions across the United States, with at…

Teacher Quality and Teacher Mobility

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim R.

2017-01-01

There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities…

Searching the Attic: How States Are Responding to the Nation's Goal of Placing a Highly Qualified Teacher in Every Classroom. NCTQ Reports

ERIC Educational Resources Information Center

Walsh, Kate; Snyder, Emma

2004-01-01

This report, the second in a series published by the National Council on Teacher Quality, examines states' progress in meeting the new federal requirement that by the end of the 2005-2006 school year there will be a "highly qualified teacher" in every classroom in the nation. This new requirement has led to some discomfort in more than a…

NCTQ Square-Off: Are Teachers Underpaid? Two Economists Tackle an Intractable Controversy

ERIC Educational Resources Information Center

Podgursky, Michael; Mishel, Lawrence

2005-01-01

Over the past year, two economists--Michael Podgursky, currently Middlebush Professor and Chairman in the Departmentof Economics at the University of Missouri-Columbia, and Lawrence Mishel, President of the Economic Policy Institute in Washington, D.C.--have been debating whether or not teachers are adequately paid, at least compared to other…

Teacher Quality Toolkit

ERIC Educational Resources Information Center

Lauer, Patricia A.; Dean, Ceri B.

2004-01-01

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…

From Teacher Quality to Quality Teaching

ERIC Educational Resources Information Center

Kennedy, Mary M.

2006-01-01

Proposals to improve teacher quality often focus on hiring teachers with the right combination of personality, values, and knowledge and skills. The author suggests that although these elements of teacher quality are important, schools also need to pay attention to the conditions of classroom life that can determine teaching quality. She…

Invisible Ink in Collective Bargaining: Why Key Issues Are Not Addressed

ERIC Educational Resources Information Center

Cohen, Emily; Walsh, Kate; Biddle, RiShawn

2008-01-01

In this report, the National Council on Teacher Quality (NCTQ) takes a close look at the governance of the teaching profession and finds that state legislators and other state-level policymakers crafting state laws and regulation, not those bargaining at the local level, decide some of the most important rules governing the teaching profession.…

Teacher Quality and Teacher Mobility. Working Paper 57

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim

2011-01-01

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…

Enhancing mathematics teachers' quality through Lesson Study.

PubMed

Lomibao, Laila S

2016-01-01

The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

Teacher Quality Toolkit. 2nd Edition

ERIC Educational Resources Information Center

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

2005-01-01

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…

The Economic Value of Higher Teacher Quality

ERIC Educational Resources Information Center

Hanushek, Eric A.

2011-01-01

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…

In Defense of Educators: The Problem of Idea Quality, Not "Teacher Quality"

ERIC Educational Resources Information Center

Hirsch, E. D., Jr.

2017-01-01

People who emphasize teaching quality and the central importance of teachers are right to do so. Where some go wrong is in thinking that teacher quality is an innate characteristic. The effectiveness of a teacher is not some inherent competence, as the phrase "teacher quality" suggests. Teacher effectiveness is contextual. Why has the…

Teacher Quality: Equalizing Educational Opportunities and Outcomes

ERIC Educational Resources Information Center

Sunderman, Gail L.; Kim, Jimmy

2005-01-01

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…

Qualities of Early Childhood Teachers: Reflections from Teachers and Administrators.

ERIC Educational Resources Information Center

Weitman, Catheryn J.; Humphries, Janie H.

Data were collected from elementary school principals and kindergarten teachers in Texas and Louisiana in an effort to identify qualities that are thought to be important for kindergarten teachers. A questionnaire listing 462 qualities of early childhood teachers was compiled from literature reviews. Subjects were asked to check a maximum of 50…

Preparing Quality Teachers: Making Learning Visible

ERIC Educational Resources Information Center

McArdle, Felicity

2010-01-01

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…

Pay, working conditions, and teacher quality.

PubMed

Hanushek, Eric A; Rivkin, Steven G

2007-01-01

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.

Balancing Teacher Quality and Quantity

NASA Astrophysics Data System (ADS)

Bond, Helen

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.

Quality Requirements for Teacher Educators

ERIC Educational Resources Information Center

Koster, B.; Brekelmans, M.; Korthagen, F.; Wubbels, T.

2005-01-01

This study deals with the quality requirements that are needed for teacher educators. The tasks teacher educators have to do and the competencies they should possess (a professional profile), according to their fellow teacher educators, were identified. On the basis of a literature search on tasks and competencies of teacher educators, we made a…

The Correlation between a Teacher Selection Instrument and Teacher Quality in Tennessee

ERIC Educational Resources Information Center

McWhirter, Amy Balthrop

2014-01-01

It is not known to what extent the pre-employment teacher selection instrument scores used by a Tennessee school district correlate to teachers' post-employment quality after their first year of service. Two research questions guided the study on the Correlation Between a Teacher Selection Instrument and Teacher Quality in Tennessee: (1) To what…

Preparing Quality Teachers

ERIC Educational Resources Information Center

Green, Corinne; Eady, Michelle; Andersen, Peter

2018-01-01

There are many factors that impact student learning, with quality educators being one of the most important elements for student success. Accordingly, the promotion of quality teacher preparation programs has become a priority for tertiary institutions, researchers, policymakers, and practitioners. There is a known disparity between tertiary…

Teacher's Assessment of the Quality of Their Schools.

ERIC Educational Resources Information Center

Davis, Voyia

Thirty-eight teachers completed the Illinois Quality Schools Index Survey, which measured teachers' attitudes towards characteristics of quality schools. The majority of the teachers felt that the characteristics indicative of a quality school were often implemented in their school. Over half the teachers felt that their schools often or always…

Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

ERIC Educational Resources Information Center

Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

2017-01-01

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

Teacher's sleep quality: linked to social job characteristics?

PubMed

Kottwitz, Maria U; Gerhardt, Christin; Pereira, Diana; Iseli, Lionel; Elfering, Achim

2018-02-07

Besides dealing with high workload, being a teacher is challenging with respect to the social context. There is increasing evidence that adverse social job characteristics challenge sleep quality. The current study tests whether restraint sleep quality (defined as worse sleep quality before than during vacation) is related to time-related job stressors, job resources, and social job characteristics. Forty-eight elementary school teachers (42% women) participated both during the last week before and the first week after vacation. Before vacation, teachers were asked for demographics and working conditions with reference to the last 30 d, and sleep quality with reference to the last 7 d. After vacation sleep quality during vacation was assessed and used as reference for working time sleep quality. Results showed mean levels of sleep quality increased during vacation. In teachers with restrained working time sleep quality (38%), experiences of failure at work, social exclusion, and emotional dissonance were more frequent than in teachers with unrestrained working time sleep quality (Ps<0.05). Groups did not differ in time-related stressors, time control and social support from supervisors. Emotion work, social exclusion and individual experience of failure seem to challenge sleep quality in teachers.

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

ERIC Educational Resources Information Center

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

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…

Qualities of Influential Literacy Teacher Educators

ERIC Educational Resources Information Center

Wold, Linda S.; Young, Janet R.; Risko, Victoria J.

2011-01-01

An online survey of award-winning literacy teachers was conducted to determine the most influential qualities of literacy teacher educators in teacher preparation programs. Sixty-two recipients of literacy awards participated in the study, representing teachers of excellence from all U.S. geographic regions. Using a backward mapping process,…

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

ERIC Educational Resources Information Center

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

2012-01-01

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…

Taking Teacher Quality Seriously: A Collaborative Approach to Teacher Evaluation

ERIC Educational Resources Information Center

Karp, Stan

2012-01-01

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.…

Elevating Teacher Quality: Teacher Tenure Reform Applying Lessons from Other Fields

ERIC Educational Resources Information Center

Martin, Kevin M.

2016-01-01

The increased pressure of changing how teacher evaluations are conducted and increasing the level of teacher quality are pushing schools to reform. Due to changes in state mandates and federal laws, schools are required to demonstrate teacher effectiveness and student growth in teacher evaluations to assure students are receiving top quality…

Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

ERIC Educational Resources Information Center

Phin, Chankea

2014-01-01

Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…

Qualities of an effective teacher: what do medical teachers think?

PubMed Central

2013-01-01

Background Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. Methods A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. Results The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). Conclusion This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings

Assessing the Productivity of Schools through Two "What Works" Inputs, "Teacher Quality" and "Teacher Effectiveness"

ERIC Educational Resources Information Center

Skourdoumbis, Andrew

2017-01-01

This paper is a critique of the school education productivity evaluation and two research constructs germane to it, "teacher quality" and "teacher effectiveness." The paper will argue that policy inceptions of "teacher quality" and "teacher effectiveness" proxy for the productive capacity of schools and more…

How to Improve the Supply of High-Quality Teachers

ERIC Educational Resources Information Center

Hanushek, Eric Alan; Rivkin, Steven G.

2004-01-01

Virtually everybody interested in improving the performance of schools concentrates on the importance of teacher quality. Yet policy recommendations related to teacher quality frequently do not incorporate existing evidence about performance. This paper reviews the various strands of research related to teacher quality, including the role of…

Education Quality and Teacher Salary.

ERIC Educational Resources Information Center

Land, Arthur J.

In view of the emphasis on money as a motivator mentioned in reports examining theoretical notions about teacher motivation, this paper focuses on the efficacy of using salary to attract quality teacher candidates. Although standarized testing and internship programs often supplement inadequate certification requirements, critics question the…

On Teacher Quality in Independent Schools

ERIC Educational Resources Information Center

Balossi, Matt; Hernandez, Natalia R.

2016-01-01

Independent schools pride themselves on providing a unique educational experience for students, one that is robust and mission-driven and capitalizes on lower student-to-teacher ratios that allow for more personalized learning and high-quality teachers. Numerous studies measure teacher effectiveness in public schools, yet there is little research…

Novice Teachers' Perceptions of Support, Teacher Preparation Quality, and Student Teaching Experience Related to Teacher Efficacy

ERIC Educational Resources Information Center

Knobloch, Neil A.; Whittington, M. Susie

2002-01-01

This multiple regression study analyzed the percent of variance in teacher efficacy of 106 student teachers and novice teachers in agricultural education in Ohio explained by selected variables related to perceived support (utilizing a mentor, supportive principal behaviors, collective efficacy), teacher preparation quality, and student teaching…

Handbook for Qualities of Effective Teachers

ERIC Educational Resources Information Center

Stronge, James H.; Tucker, Pamela D.; Hindman, Jennifer L.

2004-01-01

This book makes it much easier to implement a staff development, teacher education, or self-help program to improve the six research-based teacher qualities that are most apt to raise student achievement. Use the dozens of assessments, observation guides, planning tools, and other resources to: (1) Strengthen teachers' verbal abilities, content…

The Economic Value of Higher Teacher Quality. Working Paper 56

ERIC Educational Resources Information Center

Hanushek, Eric A.

2010-01-01

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…

Teacher Quality, Job-Embedded Professional Development, and School-University Partnerships

ERIC Educational Resources Information Center

Dana, Nancy Fichtman

2010-01-01

There are few conversations about teaching these days that do not include talk about teacher quality. Yet, within the conversations about improving teacher quality, the dialogue is often political--consumed with one-dimensional solutions for improving teacher quality, such as linking teacher pay to student performance. Absent from the pervasive…

Teacher Quality. Education Policy White Paper

ERIC Educational Resources Information Center

Wilson, Suzanne, Ed.

2009-01-01

Good teaching matters. There is persuasive evidence that students benefit from high quality instruction and that these benefits are cumulative for students who have good teachers for several years. Teacher effectiveness matters so much that low-income students lucky enough to have three very good teachers in a row in elementary school earn test…

Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives

ERIC Educational Resources Information Center

Sahin, Alpaslan; Adiguzel, Tufan

2014-01-01

The purpose of this study is to investigate how international teachers, who were from overseas but taught in the United States, rate effective teacher qualities in three domains; personal, professional, and classroom management skills. The study includes 130 international mathematics, science, and computer teachers who taught in a multi-school…

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

NASA Astrophysics Data System (ADS)

Urquhart, Mary L.; Bober, Kendra M.

2006-02-01

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.

Assessing the Quality of Teachers' Teaching Practices

ERIC Educational Resources Information Center

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

2012-01-01

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…

Out-of-Field Teaching: A Cross-National Study on Teacher Labor Market and Teacher Quality

ERIC Educational Resources Information Center

Zhou, Yisu

2012-01-01

In the past two decades, the issue of out-of-field teaching (OFT) has concerned policy makers and researchers alike who see raising teachers' subject matter knowledge as the main policy lever to improve teacher quality. The study of OFT has emerged as one of the important subfields of teacher quality and teacher labour market research.…

Assessing Pre-Service Teachers' Quality Teaching Practices

ERIC Educational Resources Information Center

Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi

2011-01-01

The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated…

The Equitable Distribution of High-Quality Teachers

ERIC Educational Resources Information Center

Bumgardner, Stan

2010-01-01

A new report by the National Comprehensive Center for Teacher Quality (TQ Center) highlights efforts across the nation to address a key point in the No Child Left Behind law and the American Recovery and Reinvestment Act (ARRA)--the equitable distribution of high-quality teachers across all schools. Research consistently has pointed to effective…

Profiles of Teacher-Child Interaction Quality in Preschool Classrooms and Teachers' Professional Competence Features

ERIC Educational Resources Information Center

Hu, Bi Ying; Chen, Liang; Fan, Xitao

2018-01-01

This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…

The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten

ERIC Educational Resources Information Center

Decker-Woodrow, Lauren

2018-01-01

This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…

Does Teacher Quality Affect Student Achievement? An Empirical Study in Indonesia

ERIC Educational Resources Information Center

Sirait, Swando

2016-01-01

The objective of this study is to examine the relationship between teacher qualities in relation to student achievement in Indonesia. Teacher quality in this study defines as teacher evaluation score, in the areas of professional and pedagogic competency. The result of this study consonant to previous study that teacher quality, in term of teacher…

Raising the Bar: Ethics Education for Quality Teachers

ERIC Educational Resources Information Center

Boon, Helen

2011-01-01

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…

The Student-Teacher Relationship Quality of Abused Children

PubMed Central

Haskett, Mary E.; Hawkins, Amy L.

2016-01-01

Considering the association between children’s quality of relationships with teachers and their academic adjustment, information pertaining to how abused children are functioning in their relationships with teachers could be useful in promoting their academic success— yet there has been limited research in this area. The purpose of this study was to use cluster analyses to explore within-group differences in relational schemas and quality of student-teacher relationships for 70 abused children. Two clusters of abused children emerged, and as hypothesized, there were significant differences in student-teacher relationships for the two clusters. The cluster with more positive relational schemas had less conflict and less dependency reported by their teachers compared to the cluster with negative relational schemas. However, there were no differences between the clusters in terms of closeness with teachers. Implications for practice in schools is discussed. PMID:28713179

Raising Teacher Quality around the World

ERIC Educational Resources Information Center

Stewart, Vivien

2011-01-01

Contrary to what many people assume, writes Stewart, a high-quality teacher workforce is not the simple result of some traditional cultural respect for teachers that exists in some countries. Rather, it requires deliberate policy choices. In a tour of seven countries that traditionally score high on international tests of student performance…

Teacher-Child Relationship Quality: The Roles of Child Temperament and Teacher-Child Interactions

ERIC Educational Resources Information Center

Rudasill, Kathleen Moritz; Rimm-Kaufman, Sara E.

2009-01-01

Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom. Using an NICHD SECCYD sample of 819…

Contemporary Technologies to Improve the Quality of Education When Training Teachers

ERIC Educational Resources Information Center

Sibgatullina, Alfiya

2015-01-01

The article considers contemporary technologies to improve the quality of teachers' education (as exemplified by the training of foreign language teachers). The author presents analysis of the "quality of education" concept, proposes and analyzes the criteria for assessing the quality of education of future foreign language teachers.…

Relationship between quality of life and occupational stress among teachers.

PubMed

Yang, X; Ge, C; Hu, B; Chi, T; Wang, L

2009-11-01

With major changes in the education system and limited resources supplied by the Government, Chinese teachers have been suffering from greater occupational stress in recent years, which is believed to affect their physical and mental health. The aim of this study was to explore the relationship between quality of life and occupational stress in primary and middle school teachers. Originals. A cross-sectional study was conducted using cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. A demographic questionnaire, the 36-item Short-Form Health Survey (SF-36) and the Occupational Stress Inventory Revised Edition were employed to collect demographic variables and assess quality of life and occupational stress. Multivariate stepwise linear regression analyses were performed to study the relationship between quality of life and occupational stress. The mean scores for both male and female teachers in this study were significantly lower than those for the Chinese general population for all dimensions of quality of life, except mental health and vitality (P<0.05). Male teachers scored significantly higher than female teachers for physical functioning, bodily pain, vitality and physical health (P<0.05). Age, role overload, role insufficiency, vocational strain, psychological strain, physical strain, recreation and rational coping were significantly associated with both the physical and mental component summaries of the SF-36 (P<0.05). Gender, physical environment and self-care appeared to be robust indicators of physical health (P<0.05), while role insufficiency, interpersonal strain and social support were strong indicators of mental health (P<0.05). In China, teachers have a lower health status than the general population. The quality of life of female teachers is worse than that of male teachers, and deteriorates with age. Occupational stress and strain induce

Globalization and the Preparation of Quality Teachers: Rethinking Knowledge Domains for Teaching

ERIC Educational Resources Information Center

Goodwin, A. Lin

2010-01-01

Preparing quality teachers has become a global concern as all nations strive for excellence at all levels. Yet, there is little consensus around what constitutes quality and how quality teachers might best be attained. This article takes up the issue of quality teacher preparation by exploring several pivotal questions: What might quality teaching…

Quality in Preschool Education: The Views of Teachers and Assistant Teachers

ERIC Educational Resources Information Center

Karademir, Abdulhamit; Cingi, Mehmet Akif; Dereli, Fatih; Akman, Berrin

2017-01-01

As the importance attached to preschool education has increased in recent years, researchers have begun to discuss the quality of educational and care services. This study aims to show the views of assistant teachers working at preschool educational institutions concerning quality, investigate their influence on quality, and reveal the effect of…

Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements

ERIC Educational Resources Information Center

Angrist, Joshua D.; Guryan, Jonathan

2008-01-01

The education reform movement includes efforts to raise teacher quality through stricter certification and licensing provisions. Most US states now require public school teachers to pass a standardized test such as the Praxis. Although any barrier to entry is likely to raise wages in the affected occupation, the theoretical effects of such…

The Elusiveness of Teacher Quality: A Comparative Analysis of Teacher Certification and Student Achievement in Gulf Cooperation Council (GCC) Countries

ERIC Educational Resources Information Center

Wiseman, Alexander W.; Al-bakr, Fawziah

2013-01-01

In national education systems worldwide, teacher quality has become synonymous with education reform efforts, but a more elusive goal is empirically measuring teacher quality. One proposed measure of teacher quality, teacher licensing, also known as certification, is an increasingly ubiquitous component of national education systems and…

Teacher Quality 2.0: Toward a New Era in Education Reform

ERIC Educational Resources Information Center

Hess, Frederick M., Ed.; McShane, Michael Q., Ed.

2014-01-01

In "Teacher Quality 2.0," American Enterprise Institute (AEI) education experts Frederick M. Hess and Michael Q. McShane convene a diverse array of contributors to examine fruitful innovations that promise to improve teacher quality in a more strategic way. Much of the cutting-edge work in teacher quality is happening in nontraditional…

Teaching Quality and Performance among Experienced Teachers in Malaysia

ERIC Educational Resources Information Center

Abd Hamid, Siti Rafiah; Syed Hassan, Sharifah Sariah; Ismail, Nik Ahmad Hisham

2012-01-01

The role of teachers has evolved from merely being teacher-centered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teacher's effectiveness will not be a straight forward attempt by solely examining students' achievements or students' perceptions of their teachers' attributes. A careful…

Teacher Quality: What You Need to Know

ERIC Educational Resources Information Center

Joyce Foundation, 2010

2010-01-01

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…

The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality

ERIC Educational Resources Information Center

Grollmann, Philipp

2008-01-01

What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices…

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2007

2007-01-01

Countless reports have analyzed the impact of the No Child Left Behind Act of 2001 on teacher quality and student achievement. What many of these reports truly leave behind, however, is the reality that state governments--not the federal government--have the strongest impact on the work of America's 3.1 million teachers. With that in mind, three…

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

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2007

2007-01-01

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…

Teacher quality moderates the genetic effects on early reading.

PubMed

Taylor, J; Roehrig, A D; Soden Hensler, B; Connor, C M; Schatschneider, C

2010-04-23

Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.

The Concept of Quality in Cambodian Teacher Training: A Philosophical Ethnography

ERIC Educational Resources Information Center

Stanfill, Enoch M.

2016-01-01

Research shows that quality teachers are the single most significant influence on the quality of education available to students. This recognition of the importance of quality teachers on quality education is reflected in goal 6 of the EFA: Quality Education. EFA proxies for quality, however, are dubious measures of the concept......What does the…

Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality

ERIC Educational Resources Information Center

Whitebook, Marcy; King, Elizabeth; Philipp, George; Sakai, Laura

2016-01-01

Early childhood teachers routinely face insufficient teaching supports and inadequate rewards for their education and commitment (e.g., low pay, lack of professional supports, and lack of benefits). These shortcomings contribute to poor program quality and fuel high levels of teacher turnover, preventing program improvement and making it…

The Relationship between Quality of Discourse during Teacher Induction Classes and Beginning Teachers' Beliefs

ERIC Educational Resources Information Center

Decker, Anna-Theresia; Kunter, Mareike; Voss, Thamar

2015-01-01

This study investigates whether the quality of discourse during teacher induction classes predicts beginning teachers' reflection and beliefs about teaching and learning mathematics. In a study with repeated measurements (interval 10 months), transmissive and constructivist beliefs of 536 German teacher candidates in their 2-year induction phase…

The Distribution of Teacher Quality and Implications for Policy

ERIC Educational Resources Information Center

Hanushek, Eric A.; Rivkin, Steven G.

2012-01-01

It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools.…

Building Teacher Quality in Baltimore City Public Schools

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2010

2010-01-01

At the request of the Education Reform Project of the American Civil Liberties Union of Maryland, the National Council on Teacher Quality undertook an analysis of the teacher policies in the Baltimore City Public Schools. Its analysis looks at the teachers' contract, school board rules and state laws. It also collected personnel data from the…

Quality professional development for secondary science teachers

NASA Astrophysics Data System (ADS)

Mchazlett, Dwight Henry, Jr.

This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed problem of practice where there was a lack of quality professional development for secondary biology teachers. The audience of internal stakeholders includes district administrators, high school teachers, and science teachers from the elementary and middle school grade levels. Participants of this study collaboratively explored the problem of practice in the fall semester of 2015, then implemented the LS PD model in the spring semester. The participants completed three cycles of LS that focused on collaboratively designing research-based lessons, teaching the lessons with peer observations, revising and re-teaching the lessons with peer observations, and reflecting on the participants' growth experiences. Four research questions were addressed: (a) What are the perceptions of the participants in regard to their own professional growth as a result of participating in the LS initiative? (b) What improvements to the LS PD model might facilitate future implementation? and (c) What are the perceptions of the LS dissemination audience toward LS as a viable solution to a lack of quality PD for secondary biology teachers? Results of the study suggested that LS PD may be a viable solution to the proposed problem of practice where there is a lack of quality professional development for secondary biology teachers. Long-term implications posit that LS PD can be adapted and scaled up to benefit all content areas and grade levels.

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

ERIC Educational Resources Information Center

Committee for Economic Development, 2013

2013-01-01

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…

In Pursuit of Teacher Quality: Three Models of Success.

ERIC Educational Resources Information Center

Dandy, Evelyn; O'Dell, Sandra; McKinney, Marilyn; Perkins, Peggy G.; Miller, Susan Peterson; Reiman, Alan; Peace, Sandra DeAngelis; Williams, Doris Terry; Duncan, JoAnn Hines

This document is comprised of three papers by various authors, summarizing three different models of programs that successfully promote teacher quality that were introduced at the National Conference on Teacher Quality in January 2000, hosted by the U.S. Department of Education. The first program described, the Pathways to Teaching Program of…

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

ERIC Educational Resources Information Center

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

2013-01-01

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,…

How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

ERIC Educational Resources Information Center

Holzberger, Doris; Philipp, Anja; Kunter, Mareike

2013-01-01

This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation,…

Teacher Salaries and the Shortage of High-Quality Teachers in China's Rural Primary and Secondary Schools

ERIC Educational Resources Information Center

Xuehui, An

2018-01-01

Teacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China's basic education management system…

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

ERIC Educational Resources Information Center

Goldhaber, Dan; Gross, Betheny; Player, Daniel

2009-01-01

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…

Hiring Quality Teachers: The Devil Is in the Details

ERIC Educational Resources Information Center

Whitworth, Jerry; Deering, Thomas; Jones, Steve; Hardy, Sam

2016-01-01

Persistent and consistent criticism of our nation's educational system has increased pressure on school districts and teacher education programs to improve the quality of teachers in our public schools. While there is research regarding the characteristics of effective teachers, the difficulty is often in identifying and hiring those teacher…

Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03

ERIC Educational Resources Information Center

Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

2016-01-01

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

New Pathways for Teachers, New Promises for Students: A Vision for Developing Excellent Teachers. Teacher Quality 2.0. Special Report 3

ERIC Educational Resources Information Center

Knowles, Timothy

2013-01-01

This paper outlines a set of ideas for improving teacher quality in America's schools. In it, the author proposes a combination of incremental steps and ambitious ones, designed to stimulate policymakers, practitioners, and the public to accelerate efforts to develop high-quality teachers. The paper has four main sections. First, the author…

Quality of Work Life: Perceptions of Jordanian Special Education Teachers

ERIC Educational Resources Information Center

Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

2015-01-01

The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

Characteristics of High-Quality Teachers

ERIC Educational Resources Information Center

Jones, Jason E.; Gulek, James C.

2010-01-01

The purpose of this study was to examine the characteristics of high-quality teachers who used a structured mathematics program for teaching, namely the Math Achievement Program (MAP[superscript 2]D), which demonstrated significant gains on student achievement as measured by California's Standards Test (CST) in mathematics. Specifically, the…

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

ERIC Educational Resources Information Center

De Clerq, Francine

2008-01-01

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…

Parents' and Teachers' Perceptions of Quality in Portuguese Childcare Classrooms

ERIC Educational Resources Information Center

Barros, Sílvia; Leal, Teresa B.

2015-01-01

The main goal of this study was to examine parents' and teachers' perceptions of quality in early childhood education for toddlers in Portugal. A total of 110 parents and 110 teachers participated in the study, rating the importance of specific quality criteria and assessing childcare classrooms, based on the Infant/Toddler Environment Rating…

Access to High Quality Teachers for All Students. Information Brief

ERIC Educational Resources Information Center

Mid-Atlantic Equity Center, 2009

2009-01-01

One of the most important factors in a high quality education is the knowledge, experience, and capability of the classroom teacher. There is strong evidence that having a high-quality teacher affects learning and is an important factor in explaining student test score gains (Clotfelter, Ladd, & Vigdor, 2007; Darling-Hammond, 2000;…

The Indicators of the Quality and Changes of Teachers' Work

ERIC Educational Resources Information Center

Fuzi, Beatrix; Suplicz, Sándor

2016-01-01

We present the indicators chosen for the determination of the quality of teacher's work: their popularity, effectiveness and disposition. As part of an empirical research project, their suitability as indicators was examined. It was discussed if a significant change can occur in the teachers' quality spontaneously or as a result of mentoring. To…

Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?

ERIC Educational Resources Information Center

Merrill, Kate Mansi

2013-01-01

The primary purpose of this study was to understand how high-quality teachers who began their career through Teach For America (TFA) became resilient while teaching in challenging, high-poverty schools. A secondary purpose of this study was to ascertain how, if at all, the teaching experiences of TFA teachers who stayed in the profession differed…

The Student-Teacher Relationship Quality of Abused Children

ERIC Educational Resources Information Center

Armstrong, Jenna Montgomery; Haskett, Mary E.; Hawkins, Amy L.

2017-01-01

Considering the association between children's quality of relationships with teachers and their academic adjustment, information pertaining to how abused children are functioning in their relationships with teachers could be useful in promoting their academic success--yet there has been limited research in this area. The purpose of this study was…

Texas Water Quality Board Teachers Workshop Program.

ERIC Educational Resources Information Center

Texas Water Quality Board, Austin.

These materials are designed for teachers participating in an inservice workshop on water quality. Included in the materials are a workshop agenda, a water awareness pretest, and the various parameters and tests that are used to determine and measure water quality. The parameters are discussed from the standpoint of their potential impact to…

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

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What definitions apply to the Teacher Quality... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General Provisions § 611.1 What definitions apply to the Teacher Quality Enhancement...

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

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What definitions apply to the Teacher Quality... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General Provisions § 611.1 What definitions apply to the Teacher Quality Enhancement...

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

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What definitions apply to the Teacher Quality... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General Provisions § 611.1 What definitions apply to the Teacher Quality Enhancement...

Principals' Hiring of Teachers in Philadelphia Schools: A Research Report on Improving Teacher Quality

ERIC Educational Resources Information Center

Ramirez, Heidi A.; Schofield, Lynne Steuerle; Black, Melissa

2009-01-01

The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Toward the goal of improving teacher quality and the experience balance, particularly in hard-to-staff schools, the Philadelphia…

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

PubMed Central

Hughes, Jan N.

2010-01-01

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 conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843

Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

ERIC Educational Resources Information Center

König, Johannes; Pflanzl, Barbara

2016-01-01

Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

Elusive Search for Quality Education: The Case of Quality Assurance and Teacher Accountability

ERIC Educational Resources Information Center

Odhiambo, George

2008-01-01

Purpose: The purpose of this paper is to examine issues of quality and quality assurance in Kenyan schools, identify reasons why Kenya government has difficulties in achieving its well documented search for quality education and to trace the process for ensuring the accountability of teachers in Kenya. This focus is done under conditions of…

Teacher Compensation and School Quality: New Findings from National and International Data

ERIC Educational Resources Information Center

Zhang, Zhijuan; Verstegen, Deborah A.; Kim, Hoe Ryoung

2008-01-01

Are teacher salaries related to school quality in terms of student academic achievement and teacher retention? Are teacher salaries important factors influencing teacher job satisfaction? Is teacher job satisfaction related to retention? This research addressed these questions using international and national data. First, the literature will be…

Teacher's Conceptions of Quality in Dance Education Expressed through Grade Conferences

ERIC Educational Resources Information Center

Andersson, Ninnie

2016-01-01

The aim of the study is to illuminate a teacher's conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher's conceptions of quality…

Using Value-Added Measures of Teacher Quality. Brief 9

ERIC Educational Resources Information Center

Hanushek, Eric A.; Rivkin, Steven G.

2010-01-01

Extensive education research on the contribution of teachers to student achievement produces two generally accepted results. First, teacher quality varies substantially as measured by the value added to student achievement or future academic attainment or earnings. Second, variables often used to determine entry into the profession and…

Raising Standards in American Schools? Problems with Improving Teacher Quality

ERIC Educational Resources Information Center

Smith, Emma

2008-01-01

The quality of the teacher workforce is a subject of perennial concern in many developed countries. In the United States, through the "No Child Left Behind" (NCLB) Act, the federal government has a mandate for reform of teacher education that is unprecedented in its scale. Essentially the Act demands that every teacher of core academic…

Qualities of the Professional English Language Teacher Educator: Implications for Achieving Quality and Accountability

ERIC Educational Resources Information Center

Al-Issa, Ali S. M.

2017-01-01

There is a growing body of literature about the qualities of professional teacher educators (TEs) and their impact on preparing professional teachers. However, English Language Teaching (ELT) research has fallen behind in this regard, despite the fact that different programs worldwide suffer from different limitations, due to certain aspects…

Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context

ERIC Educational Resources Information Center

Gagnon, Douglas J.; Mattingly, Marybeth J.

2015-01-01

The authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues.…

Practices of Cooperating Teachers Contributing to a High Quality Field Experience

ERIC Educational Resources Information Center

Lafferty, Karen Elizabeth

2015-01-01

This mixed methods study framed in cognitive apprenticeship theory involved cooperating and preservice teachers from 10 university-based credentialing programs in California. It examined the connection between cooperating teacher practices and preservice teachers' perceptions of a high quality field experience. Survey responses from 146…

Pay, Working Conditions, and Teacher Quality

ERIC Educational Resources Information Center

Hanushek, Eric A.; Rivkin, Steven G.

2007-01-01

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…

Links Among Italian Preschoolers' Socio-Emotional Competence, Teacher-Child Relationship Quality and Peer Acceptance.

PubMed

Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma

2013-01-01

The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to peer likability.

The Politics of Quality Teacher Discourses: Implications for Pre-Service Teachers in High Poverty Schools

ERIC Educational Resources Information Center

Scholes, Laura; Lampert, Jo; Burnett, Bruce; Comber, Barbara M.; Hoff, Lutz; Ferguson, Angela

2017-01-01

Improving the quality of education for young people growing up in high poverty and culturally diverse communities is an escalating problem in affluent nations with increasing gaps between the wealthy and the poor. Improving the quality of teachers and improving the quality of teaching are amongst the prominent solutions offered to redress the…

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

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2010

2010-01-01

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…

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

Assessing Quality of Pre-Service Physics Teachers' Written Arguments

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Gürçay, Deniz

2013-01-01

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…

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

ERIC Educational Resources Information Center

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

2012-01-01

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…

Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms.

PubMed

Becker, Brandon D; Gallagher, Kathleen C; Whitaker, Robert C

2017-12-01

The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs. Using path analysis we investigated the association between teachers' dispositional mindfulness and the quality of their relationships with children (conflict and closeness). We further examined whether this association was mediated by teacher depressive symptoms and moderated by perceived workplace stress. Higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (less conflict and greater closeness). The association between greater dispositional mindfulness and less conflict was partially mediated by lower depressive symptoms, and the conditional direct effect of mindfulness on conflict was stronger when perceived workplace stress was lower. These findings suggest that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms. Interventions to increase levels of dispositional mindfulness among early childhood educators may improve their well-being along with the quality of their relationships with children, potentially impacting children's educational outcomes. The potential impacts of such interventions may be even stronger if structural and systemic changes are also made to reduce workplace stress. Copyright © 2017 Society for the Study of School Psychology

The Evaluation of Teachers' Job Performance Based on Total Quality Management (TQM)

ERIC Educational Resources Information Center

Shahmohammadi, Nayereh

2017-01-01

This study aimed to evaluate teachers' job performance based on total quality management (TQM) model. This was a descriptive survey study. The target population consisted of all primary school teachers in Karaj (N = 2917). Using Cochran formula and simple random sampling, 340 participants were selected as sample. A total quality management…

Links Among Italian Preschoolers’ Socio-Emotional Competence, Teacher-Child Relationship Quality and Peer Acceptance

PubMed Central

Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma

2013-01-01

The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children’s social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children’s social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children’s anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children’s social competence. The findings provide evidence that the teacher-child relationship is critical for children’s social behaviors, and that social competence was uniquely related to peer likability. PMID:24039375

Preschool Teachers' Understanding of Quality in Preschool: A Comparative Study in Three European Countries

ERIC Educational Resources Information Center

Brodin, J.; Hollerer, L.; Renblad, K.; Stancheva-Popkostadinova, V.

2015-01-01

The aim of this article is to highlight the concept "quality" with a special focus on preschool teachers' understanding and compare what preschool teachers in Austria, Bulgaria and Sweden regard as quality. Although quality is at high degree a subjective concept, some aspects are regarded decisive for good quality. A questionnaire was…

A Comparison of Urban and Rural Kindergarten Teachers' Perceptions of School Safety for Young Children: Implications for Quality Teacher Education

ERIC Educational Resources Information Center

Wong, Yau-ho Paul

2017-01-01

Although a quality preschool supports young children's health and safety, "quality" has been defined diversely enough that its delivery has been varied among kindergarten teachers. The current study was the first to examine and compare perceptions of school safety between urban and rural kindergarten teachers. Sixty-seven Hong Kong…

The Perceived Association of Merit Pay and Teacher Qualities in Two Middle Schools in a Southeastern State

ERIC Educational Resources Information Center

Balls, John Daniel

2013-01-01

This dissertation determined the perceived association of merit pay and teacher qualities in the sample schools. The research focused on the association of merit pay and levels of teacher qualities and if a relationship exists between teacher performance-based compensation and teacher qualities/performance. The indications and suggestions of this…

The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators

ERIC Educational Resources Information Center

Snoek, Marco; Swennen, Anja; van der Klink, Marcel

2011-01-01

This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. A classification framework based on the literature on professionalism was used to compare European and Member State policy actions and measures on the quality of teacher educators through an analysis of seven…

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

ERIC Educational Resources Information Center

Goodwin, A. Lin; Kosnik, Clare

2013-01-01

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…

Predicting the Quality of Elementary Mathematics Teachers Utilizing Pre-Graduation Data Collected from Teacher Preparation Programs

ERIC Educational Resources Information Center

Robertson, Mary Amos

2016-01-01

In order to change the direction of mathematics education, the training of elementary teachers in the United States needs to be of equal or higher quality than top preforming countries. However, pre-service elementary teachers in the United States fall behind their peers in other countries in mathematical content knowledge and mathematical…

Teacher Stress: Perceived and Objective Sources, and Quality of Life.

ERIC Educational Resources Information Center

Mykletun, Reidar J.

1984-01-01

A study of 912 Norwegian comprehensive school teachers, using a 74-item job stress rating scale to identify stressors in teachers' work and the General Health Questionnaire as an index of quality of life, identified nine stress factors, including work overload, pupils' misbehavior, change, organizational climate/staff relations. (MH)

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

ERIC Educational Resources Information Center

Hosotani, Rika; Imai-Matsumura, Kyoko

2011-01-01

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…

Pinpointing Chinese Early Childhood Teachers' Professional Development Needs through Self-Evaluation and External Observation of Classroom Quality

ERIC Educational Resources Information Center

Hu, Bi Ying; Zhou, Yisu; Li, Kejian

2014-01-01

This study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. A total of 284 Chinese kindergarten teachers self-assessed the quality of their classroom teaching and rated their…

Using AMLO to Improve the Quality of Teacher Education Outcomes

ERIC Educational Resources Information Center

Al-Shammari, Zaid

2012-01-01

This study aims to find ways to improve learning outcomes in teacher education courses by using an Analysis Model for Learning Outcomes (AMLO). It addresses the improvement of the quality of teacher education by analyzing learning outcomes and implementing curriculum modifications related to specific learning objectives and their effects on…

Hiring and Retaining High-Quality Teachers: What Principals Can Do

ERIC Educational Resources Information Center

Williby, Roseanne L.

2004-01-01

Many Catholic school principals have limited assistance from their respective central offices in the recruitment and selection of teachers, especially if their objective is to recruit candidates of color or candidates for a particular subject area. Aware that teacher quality is related to student achievement, Catholic school principals must employ…

Mentoring: Findings from a Title II Teacher Quality Enhancement Grant.

ERIC Educational Resources Information Center

Suters, Leslie A.; Kershaw, Cheryl

Urban Impact is a Title II Teacher Quality Enhancement Act partnership grant supporting the development of new strategies and structures to strengthen the preparation and development of beginning teachers in urban settings in Tennessee. This study evaluated the success of Urban Impact in establishing professional and social supports for the first…

Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching

NASA Astrophysics Data System (ADS)

Treagust, David F.; Won, Mihye; Petersen, Jacinta; Wynne, Georgie

2015-02-01

In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science teachers at all levels. We discuss the issues and implications of government initiatives in preservice and early career teacher education programs, such as the implementation of national science curriculum, the stricter entry requirements to teacher education programs, an alternative pathway to teaching and the measure of effectiveness of teacher education programs. The politicized discussion and initiatives to improve the quality of science teacher education in Australia are still unfolding as we write in 2014.

Preschool Teachers' Professional Background, Process Quality, and Job Attitudes: A Person-Centered Approach

ERIC Educational Resources Information Center

Jeon, Lieny; Buettner, Cynthia K.; Hur, Eunhye

2016-01-01

Research Findings: This exploratory study identified preschool teacher quality profiles in early childhood education settings using 9 indicators across teachers' professional background, observed process quality, and job attitudes toward teaching (e.g., job-related stress, satisfaction, and intention to leave the job). The sample consisted of 96…

Improving Teacher Quality: Lessons from America's "No Child Left Behind"

ERIC Educational Resources Information Center

Smith, Emma; Gorard, Stephen

2007-01-01

How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are "highly qualified" by the…

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

ERIC Educational Resources Information Center

Ryan, Sharon; Hornbeck, Amy

2004-01-01

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…

Perception on mathematics teachers' quality of teaching between all boys secondary schools and all girls secondary schools

NASA Astrophysics Data System (ADS)

Arbin, Norazman; Kamarudin, Norsyazana; Abu, Mohd Syafarudy; Hamzah, Firdaus Mohamad; Ghani, Sazelli Abdul

2015-05-01

This survey research was designed to identify the secondary mathematics teachers' quality of teaching. Specifically, this study focused on students' perception, based on genders on the quality of teaching of their secondary mathematics teachers and, its relationship with the former's mathematics achievement. This research was carried in four different schools: two all boys' secondary schools and two all girls' secondary schools. Thus, a comparison between these two types of schools was made. The sample of the study involved 100 form four students from those schools. The result showed that the students from those schools had positive perception on their teachers' quality of teaching. Statistically, there was no difference between the boys' and girls' perceptions. There was a significant relationship between the boys' perception on the quality of their teachers' teaching and the boys' achievement. However, there was no significant relationship between the girls' perceptions on the quality of their teachers' teaching and the girls' achievement. The findings of this research could be used as a useful guideline for mathematics teachers and future mathematics teachers in enhancing the quality of their teaching and learning.

Observed Classroom Quality in First Grade: Associations with Teacher, Classroom, and School Characteristics

ERIC Educational Resources Information Center

Cadima, Joana; Peixoto, Carla; Leal, Teresa

2014-01-01

The observation and assessment of quality of teacher--child interactions in elementary school settings are increasingly recognized as important; however, research is still very limited in European countries. In this study, we examined the quality of the interactions between teacher and children in first-grade classrooms in Portugal and the extent…

Misdiagnosing the Teacher Quality Problem. CPRE Policy Briefs. RB-49

ERIC Educational Resources Information Center

Ingersoll, Richard M.

2007-01-01

This issue of CPRE Policy Briefs summarizes the findings on issues related to teacher quality in the chapter by the author in the book, "The State of Education Policy Research" (Cohen, Fuhrman, Mosher, Eds., 2007). This report also draws on discussions that took place during a summer, 2006, policy briefing on teacher labor-market issues…

Recruiting and Retaining High-Quality Teachers. SPeNSE Summary Sheet.

ERIC Educational Resources Information Center

Westat, Inc., Rockville, MD.

This report summarizes the data from the Study of Special Needs in Special Education (SPeNSE), a national study of personnel in special education. It focuses on data related to recruiting and retaining high-quality special education teachers. Findings indicate: (1) in 1999-2000, more than 12,000 openings for special education teachers were left…

Preparing and Licensing High Quality Teachers in Pacific Region Jurisdictions. Issues & Answers. REL 2007-No. 031

ERIC Educational Resources Information Center

Heine, Hilda C.; Emesiochl, Masa Akii

2007-01-01

The provisions of the No Child Left Behind Act (NCLB) of 2001 for teacher quality direct that all students in U.S. public schools be taught by highly qualified teachers. Although the Pacific Region entities are trying to meet this teacher-quality mandate, most are still far from fulfilling the minimum education requirements for their teachers. By…

Promoting High Quality Teacher-Child Interactions: Examining the Role of Teachers' Depression, Perceptions of Children's Peer Relationships, and Contextual Factors

ERIC Educational Resources Information Center

Granger, Kristen

2017-01-01

The overall goal of this dissertation was to examine teacher characteristics, teachers' beliefs, and contextual factors that may motivate teachers' decisions to engage in high quality teacher-child interactions. I use two complementary studies to meet this goal. These two studies provide insight into several aspects of early childhood teachers'…

Quality Teaching Rounds in Mathematics Teacher Education

ERIC Educational Resources Information Center

Prieto, Elena; Howley, Peter; Holmes, Kathryn; Osborn, Judy-anne; Roberts, Malcolm; Kepert, Andrew

2015-01-01

The purpose of the study reported in this paper is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The teaching rounds implemented in the study utilised the NSW Quality Teaching model pedagogical framework as a tool for learning about and reflecting…

Educational Quality in Music Teacher Education: A Modern Project within a Condition of Late Modernity?

ERIC Educational Resources Information Center

Johansen, Geir

2008-01-01

Educational quality is a central issue in higher education and music teacher education. In this article, the author discusses problems concerning the development of and research into quality in music teacher education in Western societies' contemporary socio-cultural dynamics. He begins with a presentation of the concept of educational quality,…

Perceptions of Pre-Service Teachers on Student Burnout, Occupational Anxiety and Faculty Life Quality

ERIC Educational Resources Information Center

Türkoglu, Muhammet Emin; Cansoy, Ramazan

2017-01-01

Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. "Maslach Burnout Inventory-Student Form," "Faculty Life Quality Scale"…

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

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What definitions apply to the Teacher Quality Enhancement Grants Program? 611.1 Section 611.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT...

A Project to Enhance Superintendents' Knowledge and Application of Characteristics of High Quality Teachers

ERIC Educational Resources Information Center

Pummill, Bret L.; Edson, Jerry C.; Loftin, Michelle M.; Robinson, Matthew A.

2011-01-01

This report describes a problem based learning project focusing on superintendents' knowledge of the characteristics of high quality teachers. Current research findings offer evidence teacher quality is an important school variable related to student achievement. School district leaders are faced with the problem of identifying the characteristics…

Preservice and Inservice Mathematics Teachers' Perspectives of High-Quality Mathematics Instruction

ERIC Educational Resources Information Center

Clooney, Sarah; Cunningham, Robert F.

2017-01-01

This study examined the perspectives of what high-quality mathematics instruction looks like. Written responses from preservice (n = 20) and inservice (n = 16) mathematics teachers were collected and categorized according to the Ten Principles developed by Anthony & Walshaw (2009). The responses of preservice teachers more often than inservice…

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

ERIC Educational Resources Information Center

Pham, Ly Ngoc Khanh; Hamid, M. Obaidul

2013-01-01

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. Thirteen…

Teacher Quality, Teacher Effectiveness and the Diminishing Returns of Current Education Policy Expressions

ERIC Educational Resources Information Center

Skourdoumbis, Andrew

2017-01-01

This paper engages with an overt policy storyline, namely that the effective classroom teaching practice(s) of quality teachers not only corrects for but overcomes post-Fordist capital insecurities. Increasingly considered the sole and only solid foundations needed to enhance student achievement as preparation for twenty-first century economic…

Select Novice Elementary Teachers' Perceived Knowledge and Implementation of High-Quality Reading Instruction

ERIC Educational Resources Information Center

Bumstead, Stacey

2012-01-01

The purpose of this mixed methods study was to examine select novice teachers' perceived knowledge of high-quality reading instruction, explore the extent that select novice teachers implemented high-quality reading instruction into their own classrooms, and to investigate any factors that explain the similarities and differences between…

Quality of Teacher-Child Relationship and Preschoolers' Pro-Social Behaviour in German Kindergartens

ERIC Educational Resources Information Center

Glüer, Michael; Gregoriadis, Athanasios

2017-01-01

Teacher-child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student-Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of…

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

ERIC Educational Resources Information Center

Ting, Shueh-Chin; Yeh, Liang-Yin

2014-01-01

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'…

A Qualitative Case Study on the Qualities of Effective Teacher Research in Teacher Screening and Interviewing Processes in Four Central Pennsylvania Public School Districts

ERIC Educational Resources Information Center

Treese, Matthew Paul

2012-01-01

Public school districts in Pennsylvania use varying teacher screening and interviewing processes for hiring teachers. In order to hire the best teacher candidates for vacancies, the qualities of effective teachers such as those cited by the Council of Chief State School Officers Interstate Teacher Assessment and Support Consortium (InTASC) Model…

Primary Physical Education (PE): School Leader Perceptions about Classroom Teacher Quality Implementation

ERIC Educational Resources Information Center

Lynch, Timothy; Soukup, Gregory J., Sr.

2017-01-01

Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…

The Influence of Principal Gender, Teachers' Years of Experience, and Retention on Teacher Perceptions of Principal Leadership Style, Qualities, and Job Satisfaction

ERIC Educational Resources Information Center

Eddins, Gregg M.

2012-01-01

One main challenge for many school districts in these tough economic times is teacher retention and all the costs associated. This study looks the influence of principal gender, teacher years of experience, and teacher retention based on teachers' perceptions of their principal's leadership style, transformational leadership qualities,…

Coaching: Impacting Teacher Behavior to Improve the Quality of Classroom Instruction

ERIC Educational Resources Information Center

Black, Melanie R.

2012-01-01

This study addressed the extent to which coaching, as a specific type of professional development, impacted teacher behavior and instructional quality. Specifically, this study sought to determine the extent to which teachers understood and used Marzano's nine high-yield strategies as a result of their participation in six weeks of on-site…

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

ERIC Educational Resources Information Center

Skelton, Alan

2012-01-01

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…

Motivation and Quality of Work Life among Secondary School EFL Teachers

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Gordani, Yahya

2012-01-01

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…

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

PubMed Central

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

2013-01-01

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 quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers one year after their involvement in the REDI research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high-quality, and to explore possible pre-intervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the PATHS curriculum), but decreased implementation of other components (the language-literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Implications for practice and policy are discussed. PMID:24204101

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

ERIC Educational Resources Information Center

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

2011-01-01

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…

Progress Revisited: The Quality of (Work)Life of Women Teachers.

ERIC Educational Resources Information Center

Canadian Teachers' Federation, Ottawa (Ontario).

This study explores the elusive concept of "Quality of Life" of women teachers in Canada. It is clear that both gender and profession mediate quality of life and overlap in ways researchers are just beginning to understand. The experiences of men have been the yardstick against which women's progress in the teaching profession has been…

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

ERIC Educational Resources Information Center

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

2010-01-01

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.…

In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

ERIC Educational Resources Information Center

Azkiyah, Siti Nurul; Mukminin, Amirul

2017-01-01

This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the…

Voices in Education: Accountability in Teacher Education and the National Council on Teacher Quality

ERIC Educational Resources Information Center

Paulson, Sharon; Marchant, Greg

2011-01-01

Personally, the authors have seen the evolution of teacher education for over 30 years. From "diagnostic/prescriptive teaching" through "reflective practice," the quality of the programs and students has improved greatly. Turning that subjective appraisal into a quantifiable evaluation is a tricky enterprise in education. However, the demand for…

The Influence of Mentoring Relationship Quality and Satisfaction on Novice Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Alessa, Matar Ahmed

2017-01-01

This study examined the influence of mentoring relationship quality, mentoring satisfaction, and mentor matches on novice teachers' self-efficacy. Additionally, the study continued to explore a Midwestern State's mentoring program features, novice teachers' needs, and challenges of working conditions. The study surveyed 340 novice teachers, with a…

Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries

ERIC Educational Resources Information Center

Ingvarson, Lawrence; Rowley, Glenn

2017-01-01

This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The study used data…

Deconstructing Teacher Quality in Urban Early Childhood Education

ERIC Educational Resources Information Center

Young, Jemimah L.; Butler, Bettie Ray; Dolzhenko, Inna N.; Ardrey, Tameka N.

2018-01-01

Purpose: The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers' educational background may have on kindergarten readiness for African American children in urban early learning settings.…

The effect of teacher quality on the achievement of students in Integrated Physics and Chemistry

NASA Astrophysics Data System (ADS)

Alexander, Rima

For many years, researchers, policy makers, and the education community have explored various school variables and their impact on student achievement (Darling-Hammond, 2000; Ferguson and Womack 1993; Ferguson and Ladd 1996; Rice, 2003; Rockoff, 2003; Rowan, Chiang, and Miller 1997; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Invariably, the issue of teacher quality arises. Teacher quality is the single most influential factor under school control that affects student achievement (Darling-Hammond, 2000; Rice, 2003; Rockoff, 2003; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Generally, students taught by highly qualified teachers perform better on standardized tests than students with less qualified teachers (Ferguson and Womack 1993; Ferguson and Ladd 1996; Rowan, Chiang, and Miller 1997). Previous research indicates that teachers indeed matter for the improvement of student achievement, but getting good measures of what is meant by teacher quality is a continuing challenge (Goldhaber, 2002). The purpose of this study was to describe the effect of teacher quality on the achievement of students in Integrated Physics and Chemistry (IPC). In order to achieve this purpose, this study addressed the following research question: chemistry and physics teachers compare to the achievement of students taught by less-qualified IPC teachers? A causal-comparative methodology was employed to address this research question. The independent variable was teacher quality---highly-qualified or less qualified. The teacher attributes that were examined in this study are: (1) teachers' educational background; (2) content knowledge; (3) pedagogical knowledge; and (4) certification. The dependent variable was student achievement in integrated physics and chemistry, as measured by an end-of-course IPC District Assessment of Curriculum, IPC DAC. Descriptive statistics were computed for the independent variable in the study. A Chi Square was performed on the data

Teacher Quality: Sustained Coordination among Key Federal Education Programs Could Enhance State Efforts to Improve Teacher Quality. Report to the Chairman of the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, House of Representatives. GAO-09-593

ERIC Educational Resources Information Center

US Government Accountability Office, 2009

2009-01-01

Policymakers and researchers have focused on improving the quality of our nation's 3 million teachers to raise the achievement of students in key academic areas, such as reading and mathematics. Given the importance of teacher quality to student achievement and the key role federal and state governments play in supporting teacher quality, GAO's…

University Teachers' Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences across Cultural-Educational Contexts

ERIC Educational Resources Information Center

Hagenauer, Gerda; Gläser-Zikuda, Michaela; Volet, Simone E.

2016-01-01

Research on teachers' emotion display and the quality of the teacher-student relationship in higher education is increasingly significant in the context of rapidly developing internationalization in higher education, with scholars (and students) moving across countries for research and teaching. However, there is little theoretically grounded…

Retaining Quality Teachers for Alaska.

ERIC Educational Resources Information Center

McDiarmid, G. Williamson; Larson, Eric; Hill, Alexandra

This report examines the demand for teachers, teacher turnover, and teacher education in Alaska. Surveys were conducted with school district personnel directors, directors of Alaska teacher education programs, teachers who exited Alaska schools in 2001, and rural and urban instructional aides. Alaska is facing teacher shortages, but these are…

Quality Parameterization of Educational Resources from the Perspective of a Teacher

ERIC Educational Resources Information Center

Karolcík, Štefan; Cipková, Elena; Veselský, Milan; Hrubišková, Helena; Matulcíková, Mária

2017-01-01

Objective assessment of the quality of available educational resources presupposes the existence of specific quality standards and specific evaluation tools which consider the specificities of digital products with educational ambitions. The study presents the results of research conducted on a representative sample of teachers who commented on…

Leadership Qualities Found in Administrators Performing Simultaneous Duties Identified by Teacher Experiences

ERIC Educational Resources Information Center

Berry, Bennie S.

2014-01-01

The purpose of this basic qualitative research study was to explore the experiences of teachers in small rural school districts with an administrator that served as superintendent and principal simultaneously and reflect on what they identified as leadership qualities and characteristics. The participants were all teachers who worked in School…

Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.

PubMed

Malmberg, Lars-Erik; Hagger, Hazel

2009-12-01

Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.

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

ERIC Educational Resources Information Center

Van Maele, Dimitri; Van Houtte, Mieke

2011-01-01

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'…

Preparing and Credentialing the Nation's Teachers: The Secretary's Ninth Report on Teacher Quality, 2013

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2013

2013-01-01

This ninth report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2011. Title II of the "Higher Education Act of 1965" (HEA), as amended in 2008 by the "Higher Education Opportunity Act" (HEOA), requires states to report annually on key elements of their…

Raising the Bar of Teacher Quality: Accountability, Collaboration, and Social Justice

ERIC Educational Resources Information Center

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

2007-01-01

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…

Educational Quality in Music Teacher Education: Components of a Foundation for Research

ERIC Educational Resources Information Center

Johansen, Geir

2007-01-01

Increasing demands for educational quality in higher education affect both higher music education and music teacher education. A theoretical framework is needed if we are to question what is meant by "educational quality" in the latter. To establish programs for quality development and assessment requires basic subject-specific research on the…

Relationship between Quality of Work Life and Work Alienation: Research on Teachers

ERIC Educational Resources Information Center

Çetinkanat, Ayse Canan; Kösterelioglu, Meltem Akin

2016-01-01

The purpose of the study is examined primary school teachers' quality of work life and work alienation perceptions. The sample of the study was composed of teachers (N = 426) employed in Bolu province central and district state primary schools in 2010-2011 academic year. For data collection purposes, "Personal Information Form" was used…

Connecting the Continuum: A University-Based Induction Program to Improve Teacher Quality

ERIC Educational Resources Information Center

Van Zandt Allen, Laura

2014-01-01

The Summer Curriculum Writing Institute (SCWI) supports graduates of a university-based teacher education program during the induction years and beyond with the aim of impacting teacher quality. The purpose of this article is to describe the development, goals, research, and lessons learned during SCWI from 2005-12. The week focuses around the…

Dimensions of Quality in Teacher Education: Perception and Practices of Teacher Educators in the Universities of Sindh, Pakistan

ERIC Educational Resources Information Center

Sahito, Zafarullah; Vaisanen, Pertti

2017-01-01

This study was conducted to explore the dimensions of quality education in teacher education departments at universities of Sindh province of Pakistan. The qualitative research approach was employed for data collection and then analysed through thematic-narrative analysis technique. The total eight dimensions of quality were found, as two were…

Psychological Needs as the Working-Life Quality Predictor of Special Education Teachers

ERIC Educational Resources Information Center

Bozgeyikli, Hasan

2018-01-01

The purpose of this research is to determine whether psychological needs that the special education teachers have, significantly predict the professional quality of life. Descriptive survey design was used in the research. The data of the research were obtained from 238 special education teachers (45% males and 55.5% females) who were working as a…

The Social Reconstructionist Approach to Teacher Education: A Necessary Component to Achieving Excellence and Quality Education for All

ERIC Educational Resources Information Center

Mayne, Hope

2014-01-01

Improving all aspects of the quality of education is dependent on preparing teachers to become critical citizens. The social reconstructionist approach to teacher education is essential to transforming an education system defined by inequity, issues of quality, and issues of access. How do pre-service teachers perceive the mission of quality…

The effect of certification and preparation on teacher quality.

PubMed

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

2007-01-01

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 contradictory strategies by examining how preparation and certification requirements affect student achivement. If strong requirements improve student outcomes and deter relatively few potential teachers, the authors say, then they may well be good policy. But if they have little effect on student achievement, if they seriously deter potential teachers, or if schools are able to identify applicants who will produce good student outcomes, then easing requirements becomes a more attractive policy. In reviewing research on these issues, the authors find that evidence is often insufficient to draw conclusions. They do find that highly selective alternative route programs can produce effective teachers who perform about the same as teachers from traditional routes after two years on the job. And they find that teachers who score well on certification exams can improve student outcomes somewhat. Limited evidence suggests that certification requirements can diminish the pool of applicants, but there is no evidence on how they affect student outcomes. And the authors find that schools have a limited ability to identify attributes in prospective teachers that allow them to improve student achievement. The authors conclude that the research evidence is simply too thin to have serious implications for policy. Given the enormous investment in teacher preparation and certification and given the possibility that these requirements may worsen student outcomes, the lack of convincing evidence is disturbing. The authors urge researchers and policymakers to work together to move to a more informed position where good resource decisions can be

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

ERIC Educational Resources Information Center

Vick Whittaker, Jessica E.; Jones Harden, Brenda

2010-01-01

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…

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

PubMed

Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W

2017-02-01

School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.

34 CFR 200.57 - Plans to increase teacher quality.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Plans to increase teacher quality. 200.57 Section 200.57 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED...

34 CFR 200.57 - Plans to increase teacher quality.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Plans to increase teacher quality. 200.57 Section 200.57 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED...

Investigating Teachers' Professional Life Quality Levels in Terms of the Positive Psychological Capital

ERIC Educational Resources Information Center

Yalçin, Sinan; Isgör, Isa Y.

2017-01-01

This study, which investigated the relationship between teachers' professional life qualities and positive psychological capital, was designed in a relational screening pattern in the quantitative research method. Teachers, who worked in primary, secondary and high school in Erzincan city centre of Turkey in 2014-2015 academic year, participated…

An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality

PubMed Central

Portilla, Ximena A.; Ballard, Parissa J.; Adler, Nancy E.; Boyce, W. Thomas; Obradović, Jelena

2014-01-01

This study investigates the dynamic interplay between teacher-child relationship quality and children’s behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children’s behaviors and teacher-child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence. PMID:24916608

Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool

ERIC Educational Resources Information Center

Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E.

2018-01-01

Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…

Enacting a Social Justice Leadership Framework: The 3 C's of Urban Teacher Quality

ERIC Educational Resources Information Center

Khalil, Deena; Brown, Elizabeth

2015-01-01

The purpose of this study was to conceptualize a social justice leadership framework that identifies essential urban teacher qualities. This framework serves to benefit education leaders seeking teachers best suited for urban schools and urban educators seeking to improve their praxis. The study used a critical approach to analyze data collected…

Recruiting and retaining high-quality teachers in rural areas.

PubMed

Monk, David H

2007-01-01

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 labor costs. Many, though not all, rural areas, he says, are seriously impoverished. Classes in rural schools are relatively small, and teachers tend to report satisfaction with their work environments and relatively few problems with discipline. But teacher turnover is often high, and hiring can be difficult. Monk observes that rural schools have a below-average share of highly trained teachers. Compensation in rural schools tends to be low, perhaps because of a lower fiscal capacity in rural areas, thus complicating efforts to attract and retain teachers. Several student characteristics, including relatively large shares of students with special needs and with limited English skills and lower shares of students attending college, can also make it difficult to recruit and retain high-quality teachers. Other challenges include meeting the needs of highly mobile children of low-income migrant farm workers. With respect to public policy, Monk asserts a need to focus on a subcategory of what might be called hard-to-staff rural schools rather than to develop a blanket set of policies for all rural schools. In particular, he recommends a focus on such indicators as low teacher qualifications, teaching in fields far removed from the area of training, difficulty in hiring, high turnover, a lack of diversity among teachers in the school, and the presence of migrant farm workers' children. Successful efforts to stimulate economic growth in these areas would be highly beneficial. He also calls attention to the potential for modern telecommunication and computing technologies to offset some of the drawbacks associated with teaching

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

ERIC Educational Resources Information Center

Ortega, Daniel E.

2010-01-01

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…

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

ERIC Educational Resources Information Center

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

2012-01-01

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…

Perceptions of Critical Factors Related to Teacher Quality: Teacher Inputs, System Inputs, and Comprehensive Hiring Practices

ERIC Educational Resources Information Center

Pippen, Rebecca Gintz

2016-01-01

For decades, accountability for student results has been at the forefront of school reform. While many school-based factors have influence, teacher quality has consistently been identified as the most important school-based factor related to student achievement (Rivkin, Hanushek, & Kain, 2000; Stronge, 2007). Research also suggests that a…

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

ERIC Educational Resources Information Center

Jacob, Robin Tepper

2011-01-01

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…

Quality and Quantity of Applicants for Teacher Education Rapidly Diminishing.

ERIC Educational Resources Information Center

Starr, Nina K.

1983-01-01

Identifies two societal factors contributing to the decrease in quantity/quality of applicants for teacher education programs: range of career options now available for females and the "tunnel vision" mind set of schools, departments, and colleges of education. Suggests generic pedagogy as a solution. (MH)

Teacher-Reported Quality of Schooling Indicators in Botswana Primary Schools: An Exploratory Study

ERIC Educational Resources Information Center

Ntinda, Kayi; Ntinda, Magdalene Nakalowa; Mpofu, Elias

2015-01-01

This study examined teacher self-reported views on quality indicators in Botswana primary schools. A purposively selected sample of primary school teachers in the city of Gaborone, Botswana (N = 72, females = 56; males = 16; mean age = 39 years, SD = 7.17 years; mean years of service = 15.6; SD= 8 years; public schools = 65%; private schools =…

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

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

2011-01-01

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…

Institutional Responses to the Quality/Quantity Issue in Teacher Training.

ERIC Educational Resources Information Center

Schlechty, Phillip C.; Vance, Victor S.

1983-01-01

This North Carolina-based study argues that a reexamination is needed of the competitive position of teaching in the larger occupational structure of society and that the quality of the teaching force will not be raised merely by raising entrance or exit standards in teacher education. (JBM)

Teacher Preparation: Ensuring a Quality Teacher in Every Classroom. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Teacher Preparation, Focusing on Ensuring a Quality Teacher in Every Classroom (March 25, 2014). Senate Hearing 113-828

ERIC Educational Resources Information Center

US Senate, 2016

2016-01-01

This is the seventh in a series of hearings to inform this committee's reauthorization of the Higher Education Act. The focus of this hearing, teacher preparation, is profoundly important for all students, from the very youngest to adult students. Study after study shows that teacher quality is the decisive in-school factor in boosting student…

Prevalence and factors associated with poor sleep quality among secondary school teachers in a developing country.

PubMed

Musa, Nor Asma; Moy, Foong Ming; Wong, Li Ping

2018-05-31

This study aimed to determine the prevalence and factors associated with poor sleep quality among secondary school teachers in the state of Selangor, Malaysia. This was a cross sectional study, conducted in two phases. Phase I tested the reliability of the Pittsburgh Sleep Quality Index in the Malay language (M-PSQI), whereas Phase II determined the prevalence and factors associated with poor sleep quality where a total of 1871 secondary school teachers were studied. Participants were recruited using multistage sampling. Self-administered questionnaire was used to collect data on socio-demographic and teaching characteristics, comorbidities and characteristics of sleep. The M-PSQI was used to measure sleep quality. The Depression Anxiety Stress Scale-21 was used to measure mental health status. Results showed that the M-PSQI had a good internal consistency and moderate reliability. The prevalence of poor sleep quality was 61 (95% CI: 54-67) %. Total teaching hours/day, depression and stress were significantly associated with poor sleep quality in the univariate analysis, while only stress (OR 1.04; 95% CI 1.02-1.05%) remained significant in the multivariate analyses. In conclusion, stress level of the secondary school teachers should be reduced to improve sleep quality.

Teacher-Child Relationships Make All the Difference: Constructing Quality Interactions in Early Childhood Settings

ERIC Educational Resources Information Center

McNally, Shelley; Slutsky, Ruslan

2018-01-01

High-quality teacher-child relationships provide protective and supportive environments that provide social support for children to engage in curriculum and take risks that result in overall school success (Buyse, Verschueren, & Doumen, 2011; Pianta & Stuhlman, 2004). Teachers have the potential to use their relationship as a tool for…

The Contribution of Teachers' Continuous Professional Development (CPD) Program to Quality of Education and Its Teacher-Related Challenging Factors at Chagni Primary Schools, Awi Zone, Ethiopia

ERIC Educational Resources Information Center

Belay, Sintayehu

2016-01-01

This study examined the contribution of teachers' Continuous Professional Development (CPD) to quality of education and its challenging factors related with teachers. For this purpose, the study employed descriptive survey method. 76 or 40.86% participant teachers were selected using simple random sampling technique. Close-ended questionnaire was…

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

ERIC Educational Resources Information Center

Dawson, Thomas C.; Billingsley, K. Lloyd

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.…

Analysis of environmental factors affecting the quality of teacher's life of public schools from Umuarama.

PubMed

Costa, Bruna Evellyn; Silva, Nicéia Luzia Selete

2012-01-01

In this study valued 100 public school teachers statewide Umuarama-Pr, through Maslach Burnout Inventory (MBI) and also a socio-demographic questionnaire with objective factors to analyze the work environment that affect the quality of life for teachers public schools in Umuarama. The results indicated that teachers age between 20 and 30 years show high index of emotional exhaustion. Between 30 and 40 years have a low average emotional exhaustion and depersonalization and an average professional achievement. Teachers between 40 and 50 years of aged had resulted in the average within the fields Burnout Inventory with a group that's worrying, because it is the limit in all items that characterize the burnout syndrome. Already in the professionals aged between 50 and 60 years have seen high levels of emotional exhaustion, low depersonalization and low professional achievement, this group, which probably already had some of these symptoms are only now been identified. This shows how is the quality of life of the group of teachers surveyed, and indicates the need for action to change this situation and find solutions. A suggestion of this work is to build a center for psychological support for teachers to learn to handle everyday situations.

Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching

ERIC Educational Resources Information Center

Treagust, David F.; Won, Mihye; Petersen, Jacinta; Wynne, Georgie

2015-01-01

In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science…

School Based Accountability and the Distribution of Teacher Quality among Grades in Elementary Schools. Working Paper 75

ERIC Educational Resources Information Center

Fuller, Sarah C.; Ladd, Helen F.

2012-01-01

We use North Carolina data to explore the extent to which teachers in the lower grades (K-2) of elementary school are lower quality than in the upper grades (3-5) and to examine the hypothesis that accountability contributes to a shortfall in teacher quality in the lower grades. Our concern with early elementary grades arises from recent studies…

A Comparative Study of Iranian Female Primary School Teachers' Quality of Life With and Without Voice Complaints.

PubMed

Aghadoost, Ozra; Moradi, Negin; Aghadoost, Alireza; Montazeri, Ali; Soltani, Majid; Saffari, Ali

2016-11-01

As the largest group of professional voice users, teachers are more likely to face voice disorders because of their specific job conditions. This study aimed to compare the quality of life in female teachers with and without voice complaints. This is a cross-sectional descriptive-analytical study. This was a cross-sectional study of samples of primary school female teachers with (n = 60) and without (n = 60) voice disorders. All teachers were serving in Tehran, Iran. Professional background information was obtained through interviews, and quality of life was measured using the 36-item Short Form Health Survey questionnaire. A comparison was made between the study groups to analyze the data. The mean age of teachers was 44 (standard deviation = 3.95) years. There were no significant differences between the two groups regarding their professional background. However, significant differences were observed between the two groups in all subscales of the 36-item Short Form Health Survey, including physical and social functioning, role limitations because of either physical or emotional problems, bodily pain, general health, vitality, and mental health (P < 0.05). Findings of this study point to the effect of voice complaint on quality of life and showed that teachers with voice complaints suffer from poor health-related quality of life. Therefore, both voice-specific and unspecific assessment methods are required for clinical diagnostics. Copyright © 2016. Published by Elsevier Inc.

Low Wages = Low Quality: Solving the Real Preschool Teacher Crisis. NIEER Preschool Policy Matters, Issue 3.

ERIC Educational Resources Information Center

Barnett, W. Steven

Recruiting and retaining good teachers ranks as one of the most significant roadblocks to solving the preschool quality crises facing the country. Evidence points to the low wages and benefits offered to preschool teachers as the single most important factor in hiring and keeping good teachers. This policy brief examines what is known about the…

Re-Examining the Role of Teacher Quality in the Educational Production Function. Working Paper 2007-03

ERIC Educational Resources Information Center

Koedel, Cory; Betts, Julian R.

2007-01-01

This study uses administrative data linking students and teachers at the classroom level to estimate teacher value-added to student test scores. We find that variation in teacher quality is an important contributor to student achievement--more important than has been implied by previous work. This result is attributable, at least in part, to the…

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

Code of Federal Regulations, 2010 CFR

2010-07-01

... TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General Provisions § 611.2 What management plan must be... 34 Education 3 2010-07-01 2010-07-01 false What management plan must be included in a Teacher Quality Enhancement Grants Program application? 611.2 Section 611.2 Education Regulations of the Offices...

Dynamic Effects of Teacher Turnover on the Quality of Instruction. Working Paper 170

ERIC Educational Resources Information Center

Hanushek, Eric A.; Rivkin, Steven G.; Schiman, Jeffrey C.

2016-01-01

It is widely believed that teacher turnover adversely affects the quality of instruction in urban schools serving predominantly disadvantaged children, and a growing body of research investigates various components of turnover effects. The evidence at first seems contradictory, as the quality of instruction appears to decline following turnover…

Student-teacher relationship quality and academic adjustment in upper elementary school: the role of student personality.

PubMed

Zee, Marjolein; Koomen, Helma M Y; Van der Veen, Ineke

2013-08-01

This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between student-teacher relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade students and their teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and student-reported closeness on reading and math achievement. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Quality Assurance: Adapting SERVQUAL to Measure the Perceived Quality of Pre-Service Teachers' Teaching Practice Experience

ERIC Educational Resources Information Center

Oliver, Henry; Koeberg, Jeremy

2013-01-01

This article describes a work in progress study which extends traditional quality assurance mechanisms through the application of the SERVQUAL instrument. It assesses the difference between pre-service teacher expectations and actual experience during a Teaching Practice period. Anecdotal evidence points to students being the recipients of poor…

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

National Comprehensive Center for Teacher Quality, 2008

2008-01-01

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…

Profile of South African Secondary-School Teachers' Teaching Quality: Evaluation of Teaching Practices Using an Observation Instrument

ERIC Educational Resources Information Center

de Jager, Thelma; Coetzee, Mattheus Jacobus; Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim

2017-01-01

The need for quality teaching is reflected in the poor performance of students in international tests. Teachers' practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers' practices in class. The focus of the present…

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

ERIC Educational Resources Information Center

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

2013-01-01

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,…

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

ERIC Educational Resources Information Center

McGuire, Patrick

2010-01-01

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…

Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

NASA Astrophysics Data System (ADS)

Shen, Ji; Gerard, Libby; Bowyer, Jane

2010-04-01

In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession, providing professional development for new teachers, and using students’ data to evaluate and improve instruction. Differences between the two leadership groups emerged in terms of the grain size and practicality of their concerns. Our findings indicate that the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple constituent groups including school principals, federal and state policy makers, and science education researchers.

Quality Assurance in Teacher Education. Proceedings of the 1981 Summer Workshop of the Association of Teacher Educators (East Lansing, MI, August 2-5, 1981).

ERIC Educational Resources Information Center

Association of Teacher Educators, Reston, VA.

Participants in the Association of Teacher Educators (ATE)/Institute for Research on Teaching (IRT) Summer Workshop on "Quality Assurance in Teacher Education: Research Into Practice," attended sessions on higher education and took part in workshops focusing on research on teaching. The ATE presented 32 sessions reviewing current developments in…

Teacher Pay and Teacher Aptitude

ERIC Educational Resources Information Center

Leigh, Andrew

2012-01-01

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…

The Development of a Teacher Salary Parcel Tax: The Quality Teacher and Education Act in San Francisco

ERIC Educational Resources Information Center

Hough, Heather J.; Loeb, Susanna

2009-01-01

This case study will serve primarily as an historical account detailing the development of Quality Teacher and Education Act (QTEA). QTEA and the most salient details that led to its eventual passage, serving as an information source for San Francisco Unified School District (SFUSD) and other districts when they take on potentially controversial…

A Comparison of Teacher Quality in Math for Late Elementary and Middle School Students with and without Disabilities

ERIC Educational Resources Information Center

Gilmour, Allison F.; Henry, Gary T.

2018-01-01

Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…

Examining the Relationship among High-School Teachers' Technology Self-Efficacy, Attitudes towards Technology Integration, and Quality of Technology Integration

ERIC Educational Resources Information Center

Gonzales, Stacey

2013-01-01

This quantitative study explored the relationships among high-school teachers' (n = 74) technology self-efficacy, teachers' attitudes towards technology integration, and quality of teachers' technology integration into instruction. This study offered the unique perspectives of in-service high-school teachers as they have first-hand experience…

Contribution of a Professional Development Programme to the Quality and Retention of Teachers in an Urban Environment

ERIC Educational Resources Information Center

Gaikhorst, Lisa; Beishuizen, Jos J.; Zijlstra, Bonne J. H.; Volman, Monique L. L.

2015-01-01

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were…

The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners

ERIC Educational Resources Information Center

Sanchez Fowler, Laura T.; Banks, Tachelle I.; Anhalt, Karla; Der, Heidi Hinrichs; Kalis, Tara

2008-01-01

The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American.…

Professional Development in Teacher Digital Competence and Improving School Quality from the Teachers' Perspective: A Case Study

ERIC Educational Resources Information Center

Cervera, Mercè Gisbert; Cantabrana, José L. Lázaro

2015-01-01

Professional development in ICT for teachers, in addition to being necessary given the dynamic nature of technology, also improves the institutional quality of schools. This work, based on action research, provides evidence that the school itself is capable of organising and designing a training plan as part of a broader process to improve quality…

Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement

ERIC Educational Resources Information Center

Kelly, Sean, Ed.

2011-01-01

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…

To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?

ERIC Educational Resources Information Center

Rimm-Kaufman, Sara E.; Baroody, Alison E.; Larsen, Ross A. A.; Curby, Timothy W.; Abry, Tashia

2015-01-01

This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed…

Strengthening Mathematics And Science Education (SMASE) For Improving The Quality Of Teachers in Nigeria

NASA Astrophysics Data System (ADS)

Shuaibu, Zainab Muhammad

2016-04-01

The education system in Nigeria, especially at the basic education level, teachers who teach mathematics and science need to be confident with what they are teaching, they need to have appropriate techniques and strategies of motivating the pupils. If these subjects are not taught well at the basic education level its extraordinarily hard to get them (pupils/students) back to track, no matter what will be done in the secondary and tertiary level. Teachers as the driving force behind improvements in the education system are in the best position to understand and propose solutions to problems faced by students. Teachers must have access to sustainable, high quality professional development in order to improve teaching and student learning. Teachers' professional development in Nigeria, however, has long been criticized for its lack of sustainability and ability to produce effective change in teaching and students achievement. Education theorists today believe that a critical component of educational reform lies in providing teachers with various opportunities and supports structures that encourage ongoing improvement in teachers' pedagogy and discipline-specific content knowledge. However, the ongoing reforms in education sector and the need to refocus the Nigeria education system towards the goal of the National Economical Empowerment and Development Strategies (NEEDS) demand that the existing In-service and Education Training (INSET) in Nigeria be refocused. It is against this premise that an INSET programme aimed at Strengthening Mathematics And Science Education (SMASE) for primary and secondary school teachers was conceived. The relevance of the SMASE INSET according to the Project Design Matrix (PDM) was derived from an In-service aimed at enhancing the quality of teachers in terms of positive attitude, teaching methodology, mastery of content, resource mobilization and utilization of locally available teaching and learning materials. The intervention of

Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom

ERIC Educational Resources Information Center

Künsting, Josef; Neuber, Victoria; Lipowsky, Frank

2016-01-01

In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality.…

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

ERIC Educational Resources Information Center

Hough, Heather J.

2009-01-01

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…

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

ERIC Educational Resources Information Center

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

2010-01-01

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…

Young Children's Perceptions of the Quality of Teacher-Child Interactions and School Engagement in Greek Kindergartens

ERIC Educational Resources Information Center

Papadopoulou, Elena; Gregoriadis, Athanasios

2017-01-01

The purpose of this study was to examine young children's perceptions about the quality of their interactions with their teachers and the possible association of teacher-child relationships with children's school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers' and children's perceptions. Young…

An Examination of the Impact of Teacher Quality and "Opportunity Gap" on Student Science Achievement in China

ERIC Educational Resources Information Center

Zhang, Danhui; Campbell, Todd

2015-01-01

This study aims to better understand questions related to the impact of teacher quality and access to qualified teachers in China. A large-scale data set collected in 2010 in China was used along with concurrently collected teacher questionnaires. In total, surveys from 9,943 8th grade students from 343 middle schools in 6 provinces were used,…

Importance of Quality of Life Issues: A Pilot Comparison of Teachers and Parents of Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Ivey-Hatz, Julie; Frederick, Karen

2014-01-01

Quality of life (QoL) issues for parents and teachers of children with autism spectrum disorders (ASD) are important to investigate. Independence, social functioning, school functioning and participating in leisure activities are some of the quality of life indicators that parents and teachers must agree upon to ensure effective communication and…

Examining Science Teachers' Argumentation in a Teacher Workshop on Earthquake Engineering

NASA Astrophysics Data System (ADS)

Cavlazoglu, Baki; Stuessy, Carol

2018-02-01

The purpose of this study was to examine changes in the quality of science teachers' argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers' argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers' argumentation. Toulmin's argumentation model formed the framework for designing a classification schema to analyze the quality of participants' argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants' argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers' argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants' knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers' argumentation skills.

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

PubMed

Pizolato, Raquel Aparecida; Rehder, Maria Inês Beltrati Cornacchioni; Meneghim, Marcelo de Castro; Ambrosano, Glaucia Maria Bovi; Mialhe, Fábio Luiz; Pereira, Antonio Carlos

2013-02-27

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. To investigate the impact of educational voice interventions for teachers on quality of life and voice. 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 α < 0.05. 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. 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.

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

PubMed Central

2013-01-01

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 α < 0.05. Results: 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. PMID:23445566

Preparing and Credentialing the Nation's Teachers: The Secretary's 10th Report on Teacher Quality

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2016

2016-01-01

This 10th report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2012, October 2013, and October 2014. "Title II" of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the Higher Education Opportunity Act (HEOA), requires states to…

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

ERIC Educational Resources Information Center

Chapman, Betty F.; Henderson, Ronda G.

2010-01-01

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…

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

ERIC Educational Resources Information Center

Grimm, Helen M.

2009-01-01

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…

Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships.

PubMed

Guo, Jing; Ren, Xuezhu; Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

2015-01-01

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children's Depression Inventory-Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC.

Qualities of an Ideal English Language Teacher: A Gender-Based Investigation in a Saudi Context

ERIC Educational Resources Information Center

Al-Khairi, Muhammad

2015-01-01

Identification of the attributes that are associated with an ideal English language teacher has been a major area of interest worldwide but there seems a scarcity of relevant studies in the Arab world. The present study is an attempt to fill this existing gap by identifying the qualities of an ideal English language teacher as perceived by Taif…

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

ERIC Educational Resources Information Center

Cenkseven-Onder, Fulya; Sari, Mediha

2009-01-01

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…

Predictors of Study Success from a Teacher's Perspective of the Quality of the Built Environment

ERIC Educational Resources Information Center

Kok, Herman; Mobach, Mark; Omta, Onno

2015-01-01

The article aims to find predictors of study success from a teacher's perspective that relate to the built environment. The research is based on a national online survey among 1752 teachers at 18 Dutch Universities of Applied Sciences. Multivariate data analyses were used to test the hypothesis that the quality of spatial and functional aspects at…

Teacher student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement

PubMed Central

Wu, Jiun-yu; Hughes, Jan N.; Kwok, Oi-man

2010-01-01

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 reports of others: Congruent positive, Congruent Negative, Incongruent Child Negative and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Cluster membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development. PMID:20728688

High-Quality Music Teacher Professional Development: A Review of the Literature

ERIC Educational Resources Information Center

Bautista, Alfredo; Yau, Xenia; Wong, Joanne

2017-01-01

Most published journal articles describing professional development (PD) initiatives for K-12 music teachers have not explicitly alluded to the "features of high-quality PD", a solid theoretical framework arisen in content areas with more tradition in PD research (e.g. mathematics and science education). The goal of this review was to…

The Hidden Factor in Early Field Experience: Teachers' Perception of the Quality of Life at Work.

ERIC Educational Resources Information Center

Divins, Barbara; And Others

This project identified work environment factors in eight schools where a teacher preparation program placed early field experience students and where the university students reported experiencing positive field placements. The purpose was to determine the impact of certain variables on teachers' perception of the quality of their own professional…

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life.

PubMed

Jimmieson, Nerina L; Hannam, Rachel L; Yeo, Gillian B

2010-08-01

The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual-focused OCB (OCBI - student-directed behaviour) and two dimensions of organization-focused OCB (OCBO - civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi-level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student-teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress.

Educating the Next Generation: Improving Teacher Quality in Cambodia. Directions in Development

ERIC Educational Resources Information Center

Tandon, Prateek; Fukao, Tsuyoshi

2015-01-01

This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the…

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

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

2013-08-01

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, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, p<.001, R2=.69. In turn, FOI related to greater improvement in teacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Defining Teacher Quality: Teacher Efficacy among First-Year Teachers Involved in an Induction Program

ERIC Educational Resources Information Center

Scott-Coleman, Renette S.

2017-01-01

Studies have shown school districts across the United States strive to meet the needs of first-year teachers by adding various components within a beginning teacher induction program. The purpose of this study was to determine if a relationship existed between beginning teacher induction programming and the overall TEAM observation scores of…

Assessing Elearning Teaching Quality of Faculty Members in Teachers' College at King Saud University: Students Perspectives

ERIC Educational Resources Information Center

Hussein, Hisham Barakat

2012-01-01

This paper examines students' perspectives about assessing Elearning teaching quality for faculty members in teachers' college at King Saud University. The sample of the study includes all enrolled students in Teachers' College during the academic year of 2009-2010, which they were (2282) students. Two questions are stated to be answered: (a) what…

Children with Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement

ERIC Educational Resources Information Center

Kaderavek, Joan N.; Pentimonti, Jill M.; Justice, Laura M.

2014-01-01

This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the teacher-led (group) and caregiver-led (one-on-one) shared book-reading sessions. Sixteen children…

The Role of Research in the Policy and Practice of Quality Teacher Education: An International Review

ERIC Educational Resources Information Center

Tatto, Maria Teresa

2015-01-01

The stated goal of current education reform is the redesign of education systems in pursuit of quality. Systems that consistently "come out on top" have excited much interest in uncovering the features that have contributed to their success; notably among these is the preparation of future teachers. Research on teacher education quality…

State Teacher Evaluation and Teacher Education

ERIC Educational Resources Information Center

Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.

2015-01-01

Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…

Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships

PubMed Central

Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

2015-01-01

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children’s Depression Inventory–Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC. PMID:26719895

Quality Characteristics of a Graduate Teacher Education Program in Graphic Communications: Results from a Delphi Research Study.

ERIC Educational Resources Information Center

Clark, Aaron C.; Scales, Alice Y.

2000-01-01

Investigates characteristics of a quality program in graphic communications teacher education with involvement of professionals in the field. Uses the Delphi technique to achieve consensus on the characteristics that they felt compromised a good educational program for future graphics teachers. (Contains 27 references.) (Author/YDS)

Why and How Teachers Transform Their Instruction

NASA Astrophysics Data System (ADS)

Light, Barbara J.

In his 2011 book The highly qualified teacher: What is teacher quality and how do we measure it? Strong argues that as a profession, education has struggled to measure teacher quality and therefore cannot provide a proven system to consistently develop high-quality teachers. In order to move toward an operational definition of teacher quality, Kennedy, in her 2008 journal article entitled "Contributions of qualitative research to research on teacher qualifications" suggests that the causal mechanisms of the development of teachers who are identified as high-quality teachers must be researched, documented, and then used in teacher preparation and development. Instructional ability is a key component of teacher effectiveness. This case study examines instructional transformations made by four teachers to explore why and how teachers make transformations in their teaching. The overarching conclusion of the study is the importance of student-centeredness as a component of teacher effectiveness.

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

Hsu, Chia-Fang

2012-01-01

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,…

Principals' and Cooperating Teachers' Expectations of Teacher Candidates

ERIC Educational Resources Information Center

Bigham, Sarah G.; Hively, Dorothy E.; Toole, Georgiann H.

2014-01-01

This study examined public school partners' expectations of teacher candidates and beginning teachers and the qualities that principals consider most important when hiring new teachers. Teachers in Maryland, West Virginia and Virginia (N = 130) responded to 37 Likert-style survey questions based upon the 100 school principals' interview questions…

Finding Exemplary Teachers

ERIC Educational Resources Information Center

O'Donovan, Eamonn

2010-01-01

Teacher quality is the most crucial component in promoting student learning. For all the controversy about No Child Left Behind, one underlying emphasis of the federal law that is irrefutable is the importance placed on teacher quality. Therefore, a school organization committed to excellence must recruit and select outstanding teachers. The Obama…

Observed Classroom Quality during Teacher Education and Two Years of Professional Practice

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Burn, Katharine; Mutton, Trevor; Colls, Helen

2010-01-01

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006)…

Exploring the Quality of Teacher-Child Interactions: The Soka Discourse in Practice

ERIC Educational Resources Information Center

Ikegami, Kiiko; Rivalland, Corine

2016-01-01

Numerous research has shown that quality of interactions between early childhood teachers and children contribute significantly to children's holistic development. Most literature on this topic comes from developed/Western countries and little is known about the kind of interactions occurring within the Soka kindergarten model. This article, based…

The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

ERIC Educational Resources Information Center

Jackson, Karen M.; Marriott, Christine

2012-01-01

Purpose: This article presents the design and test of a measure of school leadership as an organizational quality through the interaction of principal and teacher instructional influence. The Organizational Leadership Model hypothesizes four distinct conditions of school leadership, and the analysis investigates the relationship between teacher,…

Unpacking the Black Box of the CSRP Intervention: The Mediating Roles of Teacher-child Relationship Quality and Self-regulation

PubMed Central

Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele

2014-01-01

This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms including the quality of teacher-child relationships and children’s self-regulation. The CSRP is a multi-component teacher- and classroom-focused intervention, and its cluster-randomized efficacy trial was conducted in 35 Head Start-funded classrooms. A series of increasingly complex and conservative structural equation models indicate that the CSRP carries its effects on children’s academic and behavioral outcomes through changes in teacher-child relationship quality and children’s self-regulation. PMID:24729666

Supporting Quality Teachers with Recognition

ERIC Educational Resources Information Center

Andrews, Hans A.

2011-01-01

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.…

The Cost-Effectiveness of Raising Teacher Quality

ERIC Educational Resources Information Center

Yeh, Stuart S.

2009-01-01

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…

The Effect of Training with TQM on the Perceptions of Teachers about the Quality of Schools

ERIC Educational Resources Information Center

Altunay, Esen

2016-01-01

The purpose of this research is to explore the effect of training with total quality management (TQM) on the perceptions of teachers. In this research was used experimental model. The study group of the research consisted of teachers working in the schools of Education Ministry. The questionnaire was used as a data collection tool. Finally, it was…

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

ERIC Educational Resources Information Center

Elementary School Journal, 2005

2005-01-01

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…

Discovering Quality in Teacher Education: Perceptions Concerning What Makes an Effective Cooperating Teacher

ERIC Educational Resources Information Center

Stewart, Josh; Lambert, Misty D.; Ulmer, Jonathan D.; Witt, Phillip A.; Carraway, Candis L.

2017-01-01

With a continuous shortage of qualified agricultural science teachers (Foster, Lawver, Smith, 2014; Kantrovich, 2010), it is imperative teacher preparation programs identify and utilize effective cooperating teachers, as well as develop training for in-service teachers that will assist in preparing more effective cooperating teachers. The purpose…

Water Quality: Water Education for Teachers. A 4-H School Enrichment Program.

ERIC Educational Resources Information Center

Powell, G. Morgan; Kling, Emily B.

This looseleaf notebook is a teacher resource package that is designed for enrichment program use. It contains five units dealing with water quality: (1) The Water Cycle; (2) Our Water Supply; (3) Waste/Water Treatment; (4) Water Conservation; (5) Water Pollution. The units provide background information, experiments, stories, poems, plays, and…

Quality of School Work Life of Public School Teachers: Cases from Turkey and Pakistan

ERIC Educational Resources Information Center

Akram, Muhammad; Ilgan, Abdurrahman; Ozu, Oyku; Shah, Ashfaque Ahmad

2017-01-01

The Quality of Work life (QWL) is the employees' feeling or perception of being comfortable with their work. The objective of the present study was to compare Quality of School Work Life (QSWL) of public school teachers from Turkey and Pakistan. A QSWL scale developed by Ilgan, Ata, Zepeda and Ozu-Cengiz (2014) having 30 items was used as the…

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

Coniam, David

2009-01-01

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…

Quality Assurance in Teachers' Assessment.

ERIC Educational Resources Information Center

Gipps, Caroline V.

The teacher assessment that is the subject of this paper is an essentially informal activity. The teacher assesses the student by posing questions, observing activities, and evaluating work in a planned or ad hoc way. The information obtained may be partial or fragmented, but repeating such assessments over time will allow the buildup of a solid…

Quality Teaching in Addressing Student Achievement: A Comparative Study between National Board Certified Teachers and Other Teachers on the Kentucky Core Content Test Results

ERIC Educational Resources Information Center

Buecker, Harrie Lynne

2010-01-01

This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…

The Role of Teachers, Schools, and Communities in Quality Education: A Review of the Literature

ERIC Educational Resources Information Center

Leu, Elizabeth

2005-01-01

The paper reviews a select body of literature that focuses on the role of teachers, schools, and communities at the local level in creating quality education in less-developed countries. The review asserts that understanding what is happening in schools and classrooms is a precondition for shaping more effective quality improvement strategies.…

Quality Teaching Practices as Reported by Aboriginal Parents, Students and Their Teachers: Comparisons and Contrasts

ERIC Educational Resources Information Center

Lewthwaite, Brian Ellis; Boon, Helen; Webber, Tammi; Laffin, Gail

2017-01-01

This paper summarizes the findings from the first phase of a three-part project which, overall, investigates what Aboriginal students perceive as the qualities and actions of effective teachers and subsequently seeks to determine the impact of the enactment of these identified qualities on educational outcomes. This first phase of the research was…

Quality of Life: Domains for Understanding Maths Anxiety in First Year Pre-Service Teachers through Identity Work

ERIC Educational Resources Information Center

Wilson, Sue

2016-01-01

Mathematics anxiety in primary pre-service teachers' affects their future teaching of mathematics and achievement of students. Data collected via Critical Incident Technique were used to investigate this anxiety as perceived and identified by first year pre-service teachers. This paper proposes the application of the Quality of Life conceptual…

Perceived Quality of Teacher Education Programs in Turkey: Basic Issues and Their Application to Turkish Public Higher Education Institutions

ERIC Educational Resources Information Center

Gok, Enes

2013-01-01

The Turkish education system has confronted radical changes over the last few years, as well as problems associated with it. In this context, the Turkish teacher education system attracts a lot of attention due to its role as the main teacher provider. Specifically, the quality of the teachers and the programs used to train them are being…

Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers

ERIC Educational Resources Information Center

Bulunuz, Mizrap

2012-01-01

The purpose of this research, conducted in a science methods course in Turkey, was to explore the qualities of hands-on science activities which might motivate preservice kindergarten teachers to use these activities in their own classrooms. Two similar classes totaling 47 students and taught by the same instructor were used in this study. On…

Teachers' Perceptions of School Organizational Climate as Predictors of Dosage and Quality of Implementation of a Social-Emotional and Character Development Program.

PubMed

Malloy, Margaret; Acock, Alan; DuBois, David L; Vuchinich, Samuel; Silverthorn, Naida; Ji, Peter; Flay, Brian R

2015-11-01

Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools.

"My Teacher Helps Me": Assessing Teacher-Child Relationships from the Child's Perspective

ERIC Educational Resources Information Center

White, Kelley Mayer

2016-01-01

The current study is one of the first to investigate children's perceptions of quality in teacher-child relationships using a narrative measure. It is also one of the first studies to investigate how the child's report is associated with the teacher's report and with an observer's report of quality in teacher-child interactions. Participants…

Strategies for Enhancing Quality Assurance in Business Teacher Education Programme in Nigerian Universities

ERIC Educational Resources Information Center

Okoro, James

2015-01-01

This study investigated the strategies for enhancing quality assurance in business teacher education programme in Nigerian universities. Two research questions and four hypotheses guided the study. This study adopted a descriptive survey design. The population of the study comprised 129 Business Education lecturers in state and federal…

The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality

ERIC Educational Resources Information Center

Rimm-Kaufman, Sara E.; Hamre, Bridget K.

2010-01-01

Background: Theory, methods, and knowledge gained from years of study in psychological science and human development apply to the understanding and improvement of teacher quality and, ultimately, student achievement and social and emotional outcomes. With these applications, educational research has stronger potential to make more effective and…

Relational Agency and Teacher Development: A CHAT Analysis of a Collaborative Professional Inquiry Project with Biology Teachers

ERIC Educational Resources Information Center

McNicholl, Jane

2013-01-01

Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers'…

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

ERIC Educational Resources Information Center

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

2013-01-01

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…

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

ERIC Educational Resources Information Center

Cheng, Alison Lai Fong; Yau, Hon Keung

2011-01-01

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…

Demonstrating a Situated Learning Approach for In-Service Teacher Education in Rural India: The Quality Education Programme in Rajasthan

ERIC Educational Resources Information Center

Saigal, Anju

2012-01-01

Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just "deliverers" of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the "Quality Education Program." Drawing on qualitative research of…

In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States

ERIC Educational Resources Information Center

Luschei, Thomas F.

2012-01-01

This study uses longitudinal data from Mexico's Carrera Magisterial teacher incentive program to identify teacher attributes that are positively associated with student test scores and to describe how teachers with these attributes are distributed across schools in two diverse Mexican states, Aguascalientes and Sonora. I find that teachers' scores…

Initial Teacher Training: South Asian Approaches. Quality in Basic Education: Professional Development of Teachers. Papers Prepared for a South Asian Colloquium on Teacher Training in Bangladesh, India, Pakistan, and Sri Lanka (Colombo, Sri Lanka, April 1992).

ERIC Educational Resources Information Center

Commonwealth Secretariat, London (England).

This publication is one of two prepared for a South Asian Colloquium on issues related to teacher training in Bangladesh, India, Pakistan, and Sri Lanka. The papers in this volume focus on innovations and alternative strategies designed to improve quality in teacher education at preservice phase. The publication is in five sections. The first four…

Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools

ERIC Educational Resources Information Center

Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy

2018-01-01

There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the…

Preservice Teachers' Perceptions of Quality in Online Education Courses: A Mixed Methods Examination

ERIC Educational Resources Information Center

McCormick Myers, Myrell Denice

2012-01-01

The purpose of this mixed methods study was to examine preservice teacher education candidates' perceptions of quality in online education courses within a regional comprehensive university located in Texas. The research questions also addressed students' perceived efficacy in their level of preparedness to: engage in field experiences;…

Does Teacher Certification Program Lead to Better Quality Teachers? Evidence from Indonesia

ERIC Educational Resources Information Center

Kusumawardhani, Prita Nurmalia

2017-01-01

This paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample…

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

ERIC Educational Resources Information Center

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

2014-01-01

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…

When Is a School Environment Perceived as Supportive by Beginning Mathematics Teachers? Effects of Leadership, Trust, Autonomy and Appraisal on Teaching Quality

ERIC Educational Resources Information Center

Blömeke, Sigrid; Klein, Patricia

2013-01-01

This study examines the hypothesis that the more support beginning mathematics teachers perceive and the better they evaluate the management of their school, the higher their teaching quality is. Indicators of teaching quality were how the teachers, who were in their third year in the profession, regarded themselves able to cope with the…

Quality Counts 2003. If I Can't Learn from You: Ensuring a Highly Qualified Teacher for Every Classroom.

ERIC Educational Resources Information Center

Education Week, 2003

2003-01-01

This year's Quality Counts, Education Week's comprehensive overview on the quality of American education, focuses on the relationship between teacher quality and the growing academic achievement gap. It includes profiles of hard-to-staff schools, state alternative certification programs, and surveys of the 50 states on recruiting, supporting, and…

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

ERIC Educational Resources Information Center

Nyborg, Geir

2011-01-01

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…

Towards a High Quality High School Workforce: A Longitudinal, Demographic Analysis of U.S. Public School Physics Teachers

ERIC Educational Resources Information Center

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-01-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality…

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

NASA Astrophysics Data System (ADS)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-12-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii) if workforce diversity (with respect to race and gender) had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Teacher Beliefs and Practices of Kindergarten Teachers in Hong Kong

ERIC Educational Resources Information Center

Leung, Chi-hung

2012-01-01

A key educational reform proposal made in 2000 is to build a new culture for quality early childhood education through upgrading professional competence. Teachers are an important element of high-quality, developmentally appropriate early childhood programs. The Teacher Beliefs and Practices Survey (TBS) based on 2009 NAEYC Developmentally…

Shortchanging Rural Teachers. Teaching Quality: RESEARCH MATTERS.

ERIC Educational Resources Information Center

Southeast Center for Teaching Quality, Chapel Hill, NC.

This brief examines problems staffing rural schools and discusses the importance of teacher education in producing effective reading teachers. Over 31 percent of public schools are in rural areas, comprising over 49 percent of public school systems. Rural districts have difficulty recruiting teachers because they generally have lower salaries,…

The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality. Working Paper 168

ERIC Educational Resources Information Center

Cullen, Julie Berry; Koedel, Cory; Parsons, Eric

2016-01-01

Improving public sector workforce quality is challenging in sectors such as education where worker productivity is difficult to assess and manager incentives are muted by political and bureaucratic constraints. In this paper, we study how providing information to principals about teacher effectiveness and encouraging them to use the information in…

Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

ERIC Educational Resources Information Center

Wilhelm, Anne Garrison; Kim, Sungyeun

2015-01-01

One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

Teacher Development Program: A Vehicle for Assisting Pre-Service Teachers

ERIC Educational Resources Information Center

Wood, Frances B.

2010-01-01

In 1990 the Teacher Development Program was created by the Office of Professional Field Experiences at Southeastern Louisiana University to better the quality and improve the success rate of teacher candidates and student teachers. The fundamental principle behind the program was to provide assistance for pre-service teachers who need immediate…

Teacher Perceptions of Professional Learning Communities Related to Teacher Retention

ERIC Educational Resources Information Center

Troutt, Amy

2014-01-01

Teacher retention continues to be of concern for schools across the United States. High teacher turnover results in a loss of teacher quality, loss of commitment, and a loss of funding to school districts. Research suggests that increased teacher retention is affected by induction, mentoring/coaching, engaging in action research, professional…

Teacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality

ERIC Educational Resources Information Center

Koedel, Cory; Podgursky, Michael; Shi, Shishan

2013-01-01

Teacher pension systems concentrate retirements within a narrow range of the career cycle by penalizing individuals who separate too soon or remain employed too long. The penalties result in the retention of some teachers who would otherwise choose to leave, and the premature exit of some teachers who would otherwise choose to stay. We examine the…

Teacher Demoralization, Disempowerment and School Administration

ERIC Educational Resources Information Center

Tsang, Kwok Kuen; Liu, Dian

2016-01-01

Teacher demoralization is a concept describing the negative emotional experiences affecting teachers' well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers' well-being and quality of…

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

NASA Astrophysics Data System (ADS)

Hickman, Paul

2002-04-01

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.

Classroom Quality Rating Systems: How Do Teachers Prepare and What Do They Think about the Process?

ERIC Educational Resources Information Center

Scott-Little, Catherine; Brown, E. Glyn; Hooks, Laura McDonald; Marshall, Betty Jo

2008-01-01

Working with the South Carolina Department of Education, the authors surveyed prekindergarten and kindergarten teachers whose schools participated in a quality rating system to see what they did to get ready for the observation and what they thought of the evaluation process. The authors also asked them what they thought about the quality of their…

Linking Teacher Quality, Student Attendance, and Student Achievement

ERIC Educational Resources Information Center

Gershenson, Seth

2016-01-01

Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…

Teachers' Perceptions of the Integrated Quality Management System: Lessons from Mpumalanga, South Africa

ERIC Educational Resources Information Center

Queen-Mary, Thobela Nozidumo; Mtapuri, Oliver

2014-01-01

This article examines the attitudes and perceptions of teachers regarding the implementation of the Integrated Quality Management System (IQMS). In doing so, it aims to contribute to the global discourse of change management in education. The system is intended to develop educators by enhancing their capabilities to inculcate a culture of teaching…

The Induction Mentor Voice: A Phenomenological Study of Effective Practices for High Quality K-12 Teacher Induction Mentoring

ERIC Educational Resources Information Center

Doering, Sagui Araceli

2018-01-01

In education, mentoring is pivotal in the early development and long-term success and self-directed efficacy of new teachers. With increasing acknowledgment of the importance of mentoring as the preferred means of induction support for new teachers, mentors can serve to positively impact the overall quality of teaching and learning. Yet, like the…

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

ERIC Educational Resources Information Center

Pombo, Lucia; Costa, Nilza

2009-01-01

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…

Are Elementary Teacher Education Programs the Real Problem of Unqualified Teachers?

ERIC Educational Resources Information Center

Weitman, Catheryn J.; Colbert, Ronald P.

This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state…

Pre-Service Music Teachers Perceptions of Teaching and Teacher Training

ERIC Educational Resources Information Center

Legette, Roy M.; McCord, Dawn H.

2015-01-01

The purpose of this study was to examine perceptions of pre-service music teachers (n = 104) regarding school music teaching and the quality of their teacher training. Research questions were: 1) What are the perceptions of pre-service music teachers regarding skills and knowledge provided by their teacher training programs? 2) What aspects of the…

Applying Invitational Theory by Teachers of the Gifted to Regular Classroom Teachers.

ERIC Educational Resources Information Center

Russell, Donald W.

1984-01-01

The teacher of gifted students (G/T teacher) can use Invitational Theory to improve relations with regular classroom teachers. Through introspection, planned strategies, and practice, the G/T teacher can develop qualities and characteristics to promote a congenial professional atmosphere. (MM)

Connecting science and the musical arts in teaching tone quality: Integrating Helmholtz motion and master violin teachers' pedagogies

NASA Astrophysics Data System (ADS)

Collins, Cheri D.

Is it possible for students to achieve better tone quality from even their factory-made violins? All violins, regardless of cost, have a common capacity for good tone in certain frequencies. These signature modes outline the first position range of a violin (196-600 hertz). To activate this basic capacity of all violins, the string must fully vibrate. To accomplish this the bow must be pulled across the string with enough pressure (relative to its speed and contact point) for the horsehairs to catch. This friction permits the string to vibrate in Helmholtz Motion, which produces a corner that travels along the edge of the string between the bridge and the nut. Creating this corner is the most fundamental technique for achieving good tone. The findings of celebrated scientists Ernest Chladni, Hermann von Helmholtz, and John Schelleng will be discussed and the tone-production pedagogy of master teachers Carl Flesch, Ivan Galamian, Robert Gerle, and Simon Fischer will be investigated. Important connections between the insights of these scientists and master teachers are evident. Integrating science and art can provide teachers with a better understanding of the characteristics of good tone. This can help their students achieve the best possible sound from their instruments. In the private studio the master teacher may not use the words "Helmholtz Motion." Yet through modeling and listening students are able to understand and create a quality tone. Music teachers without experience in string performance may be assigned to teach strings in classroom and ensembles settings. As a result modeling good tone is not always possible. However, all teachers and conductors can understand the fundamental behavior of string vibration and adapt their instruction strategies towards student success. Better tonal quality for any string instrument is ultimately achieved. Mastery and use of the Helmholtz Motion benefits teachers and students alike. Simple practice exercises for teaching

Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

ERIC Educational Resources Information Center

Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

2016-01-01

In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

Changing the Education Workforce? The Relationships between Teacher Quality, Motivation, and Performance Pay

ERIC Educational Resources Information Center

Bowen, Daniel H.; Mills, Jonathan N.

2017-01-01

Background/Context: With a growing body of evidence to support the assertion that teacher quality is vital to producing better student outcomes, policymakers continue to seek solutions to attract and retain the best educators. Performance-based pay is a reform that has become popular in K-12 education over the last decade. This strategy…

Mathematics Teachers' Support and Retention: Using Maslow's Hierarchy to Understand Teachers' Needs

ERIC Educational Resources Information Center

Fisher, Molly H.; Royster, David

2016-01-01

As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to…

Quality of Inclusion and Related Predictors: Teachers' Reports of Educational Provisions Offered to Students with Down Syndrome

ERIC Educational Resources Information Center

Engevik, L. I.; Naess, K. -A. B.; Berntsen, L.

2018-01-01

The aims of this study were to gain insight into the quality of inclusion in mainstream classrooms involving students with Down syndrome and to reveal underlying predictors. A total of 39 8-year-olds with Down syndrome and their teachers participated. Via a survey, the teachers were asked to rate key indicators of inclusion. Their average rating…

Districts Abandon Grants Targeting Teacher Quality

ERIC Educational Resources Information Center

Zubrzycki, Jaclyn

2012-01-01

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…

Do State Examinations Measure Teacher Quality?

ERIC Educational Resources Information Center

Harrell, Pamela Esprivalo

2009-01-01

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…

Changes in teachers' voice quality during a working day with and without electric sound amplification.

PubMed

Jónsdottir, Valdis; Laukkanen, Anne-Maria; Siikki, Ilona

2003-01-01

The present study investigated changes in the voice quality of teachers during a working day (a). in ordinary conditions and (b). when using electrical sound amplification while teaching. Classroom speech of 5 teachers was recorded with a portable DAT recorder and a head-mounted microphone during the first and the last lesson of a hard working day first in ordinary conditions and the following week using amplification. Long-term average spectrum and sound pressure level (SPL) analyses were made. The subjects' comments were gathered by questionnaire. Voice quality was evaluated by 2 speech trainers. With amplification, SPL was lower and the spectrum more tilted. Voice quality was evaluated to be better. The subjects reported less fatigue in the vocal mechanism. Spectral tilt decreased and SPL increased during the day. There was a tendency for perceived asthenia to decrease. No significant changes were observed in ordinary conditions. The acoustic changes seem to reflect a positive adaptation to vocal loading. Their absence may be a sign of vocal fatigue. Copyright 2003 S. Karger AG, Basel

A New Approach to Teacher Education and Teacher Certification.

ERIC Educational Resources Information Center

Washington Office of the State Superintendent of Public Instruction, Olympia. Div. of Teacher Education and Certification.

New certification standards adopted by the Washington State Board of Education in 1971 were designed to develop teacher education programs that ensure the highest quality of professional performance by teachers prepared within them. Teacher education programs under the new standards are approved by the State Board of Education only when three…

Incompetent Teachers or Dysfunctional Systems?

ERIC Educational Resources Information Center

Futernick, Ken

2010-01-01

Calls to fire the lowest-performing teachers are widespread, but such actions are not likely to improve teacher quality. Instead, educators should focus on improving the education system that can prevent even good teachers from providing high-quality teaching. To improve the teaching environment, educators and policy makers need to better…

Measuring Teacher Dispositions

ERIC Educational Resources Information Center

Singh, Delar K.; Stoloff, David L.

2007-01-01

Teacher quality has become a top priority of our national agenda. There is empirical evidence that suggests that teacher inputs have impact on student outcomes. It is also believed that teacher dispositions are as crucial for student achievement as a teacher's pedagogical and content knowledge/skills. The National Council for Accreditation of…

Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education

ERIC Educational Resources Information Center

Fletcher, Tim; Mandigo, James; Kosnik, Clare

2013-01-01

Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:…

The Influences of LuxX in "Escherichia Coli" Biofilm Formation and Improving Teacher Quality through the Bio-Bus Program

ERIC Educational Resources Information Center

Robbins, Chandan Morris

2012-01-01

The objectives of this work are: (1) to agarose-stabilize fragile biofilms for quantitative structure analysis; (2) to understand the influences of LuxS on biofilm formation; (3) to improve teacher quality by preparing Georgia's middle school science teachers to integrate inquiry-based, hands-on research modules in the classroom. Quantitative…

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Teacher-child relationship quality and academic achievement of Chinese American children in immigrant families.

PubMed

Ly, Jennifer; Zhou, Qing; Chu, Keira; Chen, Stephen H

2012-08-01

This study examined the cross-sectional relations between teacher-child relationship quality (TCRQ) and math and reading achievement in a socio-economically diverse sample of Chinese American first- and second-grade children in immigrant families (N=207). Teachers completed a questionnaire measuring TCRQ dimensions including closeness, conflict, and intimacy, and children completed a questionnaire measuring overall TCRQ. Standardized tests were used to assess children's math and reading skills. Analyses were conducted to (a) test the factor structure of measures assessing TCRQ among Chinese American children, (b) examine the associations between teacher- and child-rated TCRQ and children's academic achievement, controlling for demographic characteristics, and (c) examine the potential role of child gender as a moderator in the relations between TCRQ and achievement. Results indicated that teacher-rated TCRQ Warmth was positively associated with Chinese American children's reading achievement. Two child gender-by-TCRQ interactions were found: (a) teacher-rated TCRQ Conflict was negatively associated with girls' (but not boys') math achievement, and (b) child-rated Overall TCRQ was positively associated with boys' (but not girls') reading achievement. These findings highlight the valuable role of TCRQ in the academic success of school-aged children in immigrant families. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Enacting Teacher Leadership: The Role of Teachers in Bringing about Change

ERIC Educational Resources Information Center

Lai, Edith; Cheung, Derek

2015-01-01

This paper attempts to identify leadership practices and qualities of school teachers as they engaged in effecting change initiated by a curriculum reform in Hong Kong. Based on interview data of teachers from nine schools, this paper shows how teacher leadership manifested itself in schools. Three approaches to teacher leadership were identified,…

A Comparative Study of the VHI-10 and the V-RQOL for Quality of Life Among Chinese Teachers With and Without Voice Disorders.

PubMed

Lu, Dan; Wen, Bei; Yang, Hui; Chen, Fei; Liu, Jun; Xu, Yanan; Zheng, Yitao; Zhao, Yu; Zou, Jian; Wang, Haiyang

2017-07-01

To investigate the differences and correlation between the Voice Handicap Index-10 (VHI-10) and the Voice-Related Quality of Life (V-RQOL) in teachers in China with and without voice disorders. This is a cross-sectional descriptive analytical study. The participants were 864 teachers (569 women, 295 men) whose vocal cords were examined using a flexible nasofibrolaryngoscope. Questionnaire results were obtained for both the VHI-10 and the V-RQOL. Of the 864 participants, 409 teachers had no voice disorders and 455 teachers had voice disorders. The most common voice complaint was hoarseness (n = 298) and the most common throat complaint was globus pharyngis (n = 79) in teachers with voice disorders. Chronic laryngitis (n = 218) and polyps and nodules (n = 182) were the most frequent diagnoses in teachers with voice disorders. Significant differences were seen on the VHI-10 between teachers with and those without voice disorders (P < 0.05) and in function between female and male teachers with voice disorders (P < 0.05) and between those with different voice disorders (P < 0.05). Moderate to strong correlations were observed between VHI-10 total score and those for the three domains of the VHI-10 and the V-RQOL (P < 0.0001). There is a high prevalence of voice disorders in teachers. Teachers with voice disorders have poor voice-related quality of life, with more impairment seen among female than male teachers. Different groups of voice disorders have different effects on voice-related quality of life. A moderate correlation was found between the results of the VHI-10 and the V-RQOL. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages

ERIC Educational Resources Information Center

Desimone, Laura; Hochberg, Eric D.; McMaken, Jennifer

2016-01-01

Background/Context: We lack strong and consistent information about which measures of knowledge matter most for good teaching and student learning, and what are trajectories of improvement for novice teachers. Research Questions: We explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching,…

Attracting and Retaining Quality Teachers through Incentives.

ERIC Educational Resources Information Center

Engelking, Jeri L.

1987-01-01

Discusses problems in recruiting and retaining high-ability teachers and the need to provide motivation for teachers. Provides a listing of incentives to enhance and professionalize the teaching profession. (MD)

Parental stress, family quality of life, and family-teacher partnerships: Families of children with autism spectrum disorder.

PubMed

Hsiao, Yun-Ju; Higgins, Kyle; Pierce, Tom; Whitby, Peggy J Schaefer; Tandy, Richard D

2017-11-01

Reducing parental stress and improving family quality of Life (FQOL) are continuing concerns for families of children with autism spectrum disorder (ASD). Family-teacher partnerships have been identified as a positive factor to help parents reduce their stress and improve their FQOL. However, the interrelations among parental stress, FQOL, and family-teacher partnerships need to be further examined so as to identify the possible paths to help parents reduce their stress and improve their FQOL. The purpose of this study was to examine the interrelations among these three variables. A total of 236 parents of school children with ASD completed questionnaires, which included three measures: (a) the Beach Center Family Quality of Life Scale, (b) the Parental Stress Scale, and (c) the Beach Center Family-Professional Partnerships Scale. The structural equation modeling was used to analyze the interrelations among these three variables. Perceived parental stress had a direct effect on parental satisfaction concerning FQOL and vice versa. Perceived family-teacher partnerships had a direct effect on FQOL, but did not have a direct effect on parental stress. However, family-teacher partnerships had an indirect effect on parental stress through FQOL. Reducing parental stress could improve FQOL for families of children with ASD and vice versa. Strong family-teacher partnerships could help parents of children with ASD improve their FQOL and indirectly reduce their stress. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teacher Certification Types and Teacher Effectiveness and Preparedness in Oklahoma

ERIC Educational Resources Information Center

Karch, Christopher G.

2015-01-01

Like a majority of other states, Oklahoma has provided for alternative methods to teacher certification. This study examines the perceptions of principals and teachers regarding the level of preparedness and ability to develop effectiveness qualities of novice teachers from the Alternative Placement Program and Oklahoma colleges of education. The…

Using Blackboard and Skype for Mentoring Beginning Teachers

ERIC Educational Resources Information Center

Suk Hwang, Young; Vrongistinos, Konstantinos

2012-01-01

The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…

Spatialised Metaphors of Practice: How Teacher Educators Engage with Professional Standards for Teachers

ERIC Educational Resources Information Center

Ryan, Mary; Bourke, Terri

2018-01-01

Pre-service teacher educators, both nationally and internationally, must negotiate a plethora of expectations including using Professional Standards to enhance teacher quality. In Australia, the recent Teacher Education Ministerial Advisory Group (TEMAG) report highlighted weak application of Standards in Initial Teacher Education (ITE). However,…

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

ERIC Educational Resources Information Center

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

2006-01-01

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…

Teacher quality: a comparison of National Board-certified and non-Board-certified teachers of deaf students.

PubMed

Scheetz, Nanci A; Martin, David S

2006-01-01

THE STUDY was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by university faculty in teacher preparation in deafness. Classroom observation, written lesson plans, teacher questionnaires on beliefs, and content analysis of interactive electronic focus groups were used to compare the two groups of teachers. Results indicated similarities between Board-certified and non-Board-certified master teachers in regard to teacher behaviors and commitment to well-founded pedagogical principles. Differences were found in classroom priorities and in the greater level of interconnectivity expressed by Board-certified teachers as the result of becoming Board certified. Recommendations are made for preparing teachers of deaf students.

Monitoring Makes a Difference: Quality and Temporal Variation in Teacher Education Students' Collaborative Learning

ERIC Educational Resources Information Center

Näykki, Piia; Järvenoja, Hanna; Järvelä, Sanna; Kirschner, Paul

2017-01-01

The aim of this process-oriented video-observation study is to explore how groups that perform differently differ in terms of the number, quality, and temporal variation of their content-level (knowledge co-construction) and meta-level (monitoring) activities. Five groups of teacher education students (n = 22) were observed throughout a 3-month…

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

ERIC Educational Resources Information Center

Sandifer, Cody Clark

2009-01-01

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…

Assessing quality of pre-service physics teachers' written arguments

NASA Astrophysics Data System (ADS)

Aydeniz, Mehmet; Gürçay, Deniz

2013-11-01

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 either support or challenge the Turkish government's decision to invest in nuclear power plants. Data consist of written arguments developed by the participants and information on participants' knowledge of the topic, their confidence in their knowledge and the source of their knowledge related to the topic. Data were analyzed using the CER framework. Results: The results show that participants did not perform at the expected level. The majority of students failed to develop strong scientific arguments. While almost all of the participants provided evidence to justify their claims, they failed to effectively coordinate evidence, claim and theory to develop an argument. Students struggled the most in the warrant/reasoning category of the CER framework. We also identified several misconceptions that students held related to nuclear power plants. Conclusions: In our discussion we problematize college science teaching and advocate integration of instructional strategies such as argumentation that can effectively engage students in construction, evaluation and justification of knowledge.

Quality of Work Life: Rural Teachers' Perceptions.

ERIC Educational Resources Information Center

Haughey, Margaret L.; Murphy, Peter J.

1983-01-01

A questionnaire mailed to 528 teachers in rural British Columbia sought opinions on their conditions of work, professional autonomy, and interactions with students and administrators. Responses suggest policy changes to reduce high rate of teacher turnover. (JW)

Teacher labor markets in developing countries.

PubMed

Vegas, Emiliana

2007-01-01

Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America

Literacy Teacher Preparation: Ten Truths Teacher Educators Need to Know

ERIC Educational Resources Information Center

Davis Lenski, Susan, Ed.; Grisham, Dana L., Ed.; Wold, Linda S., Ed.

2005-01-01

The quality of teacher preparation is frequently under public scrutiny. In this collection, experts in literacy teacher preparation offer ten truths--based on evidence, not ideology-- that support the ongoing positive efforts of teacher educators. In this book, the reader will find: A review of the existing knowledge base; Evidence of the improved…

Quality Talk and Dialogic Teaching--An Examination of a Professional Development Programme on Secondary Teachers' Facilitation of Student Talk

ERIC Educational Resources Information Center

Davies, Maree; Kiemer, Katharina; Meissel, Kane

2017-01-01

This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers' observable behaviours during these discussions, before and after professional…

Exploring Teacher Candidates' Attitudes towards Pedagogical Teacher Training Based on Different Variables

ERIC Educational Resources Information Center

Toraman, Cetin; Aydin, Hasan; Ulubey, Ozgur

2016-01-01

The raising of the life standards of individuals living within a society is only possible through the provision of quality education. Quality education can be realized only through the training of teachers with the necessary skills and positive attitudes towards the training provided at faculties of education and through teacher training programs.…

The Changing Realities of Teacher Needs.

ERIC Educational Resources Information Center

Lightfoot, Alfred

1986-01-01

The teaching profession is facing a dramatic crisis as it attempts to deal with both "quantity" (teacher shortages, rising student enrollments, teacher persistence) and "quality" (teacher competence, teacher certification, teacher testing) problems. (CB)

Teacher Education in Finland: A Review of a National Effort for Preparing Teachers for the Future

ERIC Educational Resources Information Center

Malinen, Olli-Pekka; Vaisanen, Pertti; Savolainen, Hannu

2012-01-01

The quality of teachers is one of the most frequently cited factors explaining the quality of an education system. This article discusses the nature and role teacher education plays as a part of the Finnish education system. Teacher education in Finland is a highly competitive field of masters' degree university studies and is provided in…

Research Says/Does Teacher Collaboration Promote Teacher Growth?

ERIC Educational Resources Information Center

Goodwin, Bryan

2016-01-01

A report from TNTP (formerly The New Teacher Project) raised eyebrows recently when it concluded that much of the professional development teachers receive does little to improve teaching quality. The report, provocatively titled "The Mirage: Confronting the Hard Truth About Our Quest for Professional Development," examined the…

The association between organizational behavior factors and health-related quality of life among college teachers: a cross-sectional study.

PubMed

Liu, Chuan; Wang, Shu; Shen, Xue; Li, Mengyao; Wang, Lie

2015-06-20

College teachers in China are confronted with a lot of pressure from teaching, researching and living. They are suffering from impaired physical and mental health. The purpose of this study was to investigate the relationships between organizational behavior factors and college teachers' health related quality of life (HRQOL), and to confirm whether they are positive resources for improving teachers' HRQOL. A cross-sectional survey was conducted in Shenyang, China, from January to April 2014. Participants were composed of 965 teachers randomly selected from five representative colleges in Shenyang. Self-administrated questionnaires containing the 36-item Short-Form Health Survey (SF-36), the Chinese version Psychological Capital Questionnaire (PCQ), and scales assessing group identification, POS, and psychological empowerment were used to measure HRQOL and organizational behavior variables of college teachers. Hierarchical multiple regression analysis (HMR) was performed to explore the effects of organizational behavior variables on college teachers' HRQOL. The mean (SD) scores of physical component summary (PCS) and mental component summary (MCS) among college teachers were 71.43 (14.70) and 65.46 (16.55) respectively in the study population. Hierarchical multiple regression analysis showed that group identification (β = 0.121, P < 0.001) and PsyCap (β = 0.336, P < 0.001) were significant predictors of PCS, while group identification (β = 0.107, P < 0.001), POS (β = 0.124, P = 0.003), psychological empowerment (β = 0.093, P = 0.017) and PsyCap (β = 0.421, P < 0.001) were significant predictors of MCS. Chinese college teachers experienced relatively low level of HRQOL and their mental quality of life (QOL) were impaired more seriously than physical QOL. Organizational behavior factors (PsyCap, group identification, POS and psychological empowerment) were strong predictors of college teachers' HRQOL and are

Understanding Teacher Effectiveness: Providing Feedback to Teacher Preparation Programs. Data for Action 2014

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

State leaders are increasingly focused on improving college and university programs that prepare teachers as a route to a high-quality teacher workforce. This work requires significant data capacity to reliably and securely link teachers with their students' achievement and growth data with the state's teacher preparation programs. This fact sheet…

Assessment of Teacher Dispositions

ERIC Educational Resources Information Center

Singh, Delar K.; Stoloff, David

2008-01-01

In the recent years, teacher quality has become a top priority of our national education policy. There is empirical evidence that suggests that teacher inputs have impact on student outcomes. It is also believed that teacher dispositions are as crucial for student achievement as a teacher's pedagogical and content knowledge/skills. The National…

Observation and Teacher Quality: Critical Analysis of Observational Instruments in Preservice Teacher Performance Assessment

ERIC Educational Resources Information Center

Caughlan, Samantha; Jiang, Heng

2014-01-01

Teacher preparation programs commonly use observational instruments to assess the progress and the exit performances of teacher candidates. However, while these instruments have been described and several have been studied for effectiveness, the field lacks a close examination of how they position participants: teacher candidates, K-12 pupils, and…

A Study of the Perceptions of First-Year Teachers as Prepared Classroom Teachers

ERIC Educational Resources Information Center

Ward, Vida Jane

2015-01-01

The quality of teacher education allows first-year teachers to meet mandates at federal and state levels (Darling-Hammond, 2010a). The teaching profession is complex and requires new and innovative quality preparation programs (Wei, Andree, & Darling-Hammond, 2009). This study involved examination of the perceptions of 17 building principals…

Role of Clinical Practice in Teacher Preparation: Perceptions of Elementary Teacher Candidates

ERIC Educational Resources Information Center

Singh, Delar K.

2017-01-01

The Council for Accreditation of Teacher Education Programs (CAEP) has established five standards to measure the effectiveness of teacher preparation programs. Clinical partnerships and practice represent "Standard 2." The CAEP requires that teacher education programs design high quality clinical practice that is central to preparation…

Can a District-Level Teacher Salary Incentive Policy Improve Teacher Recruitment and Retention? Policy Brief 13-4

ERIC Educational Resources Information Center

Hough, Heather J.; Loeb, Susanna

2013-01-01

In this policy brief, Heather Hough and Susanna Loeb examine the effect of the Quality Teacher and Education Act of 2008 (QTEA) on teacher recruitment, retention, and overall teacher quality in the San Francisco Unified School District (SFUSD). They provide evidence that a salary increase can improve a school district's attractiveness within their…

What Drives Teachers to Improve? The Role of Teacher Mindset in Professional Learning

ERIC Educational Resources Information Center

Gero, Greg Philip

2013-01-01

Teacher quality has received increasing focus over the past decade, yet, by some measures, teachers rarely improve after their first few years of teaching, and not all teachers seem driven to improve. Traditional models of professional learning have emphasized the processes that teachers take part in as a facilitator of their improvement. Research…

Fostering Teacher Learning through Relationships and Dialogue: Principals' Perceptions of Implementing a Teacher Evaluation Plan

ERIC Educational Resources Information Center

Erickson, Andrea Bianca

2014-01-01

We cannot achieve quality learning for all, or nearly all, students until quality development is attained and sustained for all teachers. (Fullan, 1994, p. 246) When the No Child Left Behind Act (NCLB) of 2001 was signed into law, the federal government made student achievement and teacher quality a national priority (U.S. Department of Education,…

Level of structural quality and process quality in rural preschool classrooms

PubMed Central

Hartman, Suzanne C.; Warash, Barbara G.; Curtis, Reagan; Hirst, Jessica Day

2017-01-01

Preschool classrooms with varying levels of structural quality requirements across the state of West Virginia were investigated for differences in measured structural and process quality. Quality was measured using group size, child-to-teacher/staff ratio, teacher education, and the Early Childhood Environmental Rating Scale-Revised (ECERS-R; Harms, T., Clifford, R. M., & Cryer, D. (2005). The early childhood environment rating scale-revised. New York, NY: Teachers College Press). Thirty-six classrooms with less structural quality requirements and 136 with more structural quality requirements were measured. There were significant differences between classroom type, with classrooms with more structural quality requirements having significantly higher teacher education levels and higher environmental rating scores on the ECERS-R subscales of Space and Furnishings, Activities, and Program Structure. Results support previous research that stricter structural state regulations are correlated with higher measured structural and process quality in preschool classrooms. Implications for preschool state quality standards are discussed. PMID:29056814

Gender differences in sleep habits and quality and daytime sleepiness in elementary and high school teachers.

PubMed

de Souza, Jane Carla; Oliveira, Maria Luiza Cruz de; de Sousa, Ivanise Cortez; Azevedo, Carolina V M de

2018-04-01

The extensive workload of teachers inside and outside the classroom may contribute to sleep problems. Such problems may occur more frequently in women due to the combination of professional demands, domestic tasks, and their relatively greater sleep needs compared to men. The objective of this cross-sectional study was to evaluate the influence of gender on sleep habits and quality, and daytime sleepiness in a sample of 243 teachers (77 men and 166 women) using questionnaires. Linear regression models were used to examine the effect of gender on sleep measures; the unadjusted model considered only gender and the adjusted model considered chronotype and work characteristics as potential confounders. Bedtimes of women were significantly earlier than men during the week, but not on weekends, in the unadjusted and adjusted models. Time in bed was longer for women throughout the week and weekend in the unadjusted model. However, in the adjusted model, this statistical significance disappeared, and longer time in bed during the week was associated with teaching in one shift and for both levels of education. In addition, the female gender was associated with higher sleepiness scores compared to males in both models, and worse sleep quality in the adjusted model. Also, sleep quality was worse in subjects working in three shifts and in both types of schools (public and private). The tendency to eveningness was associated with later bedtimes and wake up times during both week days and weekends, higher irregularity of bedtimes and wake up times, and higher sleepiness scores in the adjusted model. Therefore, we suggest that female teachers do not fulfill their sleep needs and show higher levels of diurnal sleepiness and poor sleep quality that can be modulated by chronotype and some work characteristics. More studies are needed to evaluate the role of double workload on this pattern.

Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. Working Paper 171

ERIC Educational Resources Information Center

Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy

2016-01-01

There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the…

PBS TeacherLine National Survey of Teacher Professional Development, 2005-2006

ERIC Educational Resources Information Center

Hezel Associates (NJ1), 2007

2007-01-01

PBS TeacherLine, an initiative funded under the U.S. Department of Education's Ready To Teach program, is designed to provide high-quality online professional development for K-12 teachers. Through the first five-year grant cycle, ending in 2005, PBS TeacherLine produced approximately 100 online facilitated courses in reading, mathematics,…

Teachers' Perceptions about the Types, Quality, and Impact of Their Job-Embedded Professional Development Experiences

ERIC Educational Resources Information Center

Mitchell, Delilah

2013-01-01

This study was designed to determine eighth grade teachers' perceptions of the impact, quality, and types of job-embedded professional development activities they have participated in and the relationship to student achievement in language arts, math, or science. The researcher identified school districts with 50% or more of their eighth grade…

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

ERIC Educational Resources Information Center

Weber, Everard

2005-01-01

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…

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

ERIC Educational Resources Information Center

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

2008-01-01

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…

Teaching Matters: How State and Local Policymakers Can Improve the Quality of Teachers and Teaching. CPRE Policy Briefs RB-48

ERIC Educational Resources Information Center

Corcoran, Thomas B.

2007-01-01

This issue of CPRE Policy Briefs summarizes the findings on issues related to teacher quality in the chapter authored by Thomas B. Corcoran in the book, "The State of Education Policy Research." The report also draws on discussions that took place during a 2006 policy briefing on teacher labor-market issues held in Chicago and sponsored by the…

Meeting the Highly Qualified Teachers Challenge: The Secretary's Second Annual Report on Teacher Quality

ERIC Educational Resources Information Center

US Department of Education, 2003

2003-01-01

One of the most important provisions of the No Child Left Behind Act (NCLB) is the requirement that all teachers of core academic subjects be "highly qualified" by the end of school year 2005-2006. Key principles for recruiting and preparing future teachers have been identified as raising academic standards for teachers and lowering…

Describing the Elephant: Preservice Teachers Talk about Spiritual Reasons for Becoming a Teacher

ERIC Educational Resources Information Center

Marshall, Joanne M.

2009-01-01

Given the need for high quality teachers in every classroom, it is important to understand what might contribute to the preparation and persistence of teachers. Two lines of literature in teacher education relate to such an understanding. One line of literature follows the circumstances of how people decide to become teachers. The other line…

Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators

ERIC Educational Resources Information Center

Hsieh, Feng-Jui; Law, Chiu-Keung; Shy, Haw-Yaw; Wang, Ting-Ying; Hsieh, Chia-Jui; Tang, Shu-Jyh

2011-01-01

The Teacher Education and Development Study in Mathematics, sponsored by the International Association for the Evaluation of Educational Achievement, is the first data-based study about mathematics teacher education with large-scale samples; this article is based on its data but develops a stand-alone conceptual framework to investigate the…

Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences.

PubMed

Hajovsky, Daniel B; Mason, Benjamin A; McCune, Luke A

2017-08-01

Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N=1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender. Latent teacher-student closeness decreased for both genders over time (Cohen's d=-0.15 to -0.32), but latent conflict increased for males (Cohen's d=0.16). There was also increased heterogeneity in teacher-student relationship quality for males relative to females. Math and reading achievement had medium reciprocal effects (β=0.12 to 0.23), and previous math achievement had small to medium effects on subsequent teacher-student closeness (β=0.08 to 0.11) and conflict (β=-0.07 to -0.09). Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled. Further, these influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict with teachers reporting closer relationships with female students and more conflictual relationships with male students. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Differentiated Quality Assurance for the African Virtual University's Teacher Education Qualification in Mathematics and Science

ERIC Educational Resources Information Center

Hattingh, A.

2008-01-01

For the African Virtual University and its consortium of African universities the implementation of quality promoting initiatives are not without challenges and scepticisms. To be discussed in this article is the case of a teacher education qualification in ten different African countries. Seven countries were sampled and visited in 2006 with the…

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)

Falkenberg, Karen L.

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.

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

ERIC Educational Resources Information Center

Oduaran, A. B.

2011-01-01

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…

[Quality of life and burnout among public high school and primary school teachers in Southern Brazil].

PubMed

Tabeleão, Viviane Porto; Tomasi, Elaine; Neves, Siduana Facin

2011-12-01

In order to investigate quality of life among public schoolteachers in relation to socio-demographic characteristics and work conditions, a cross-sectional study was conducted in a sample of 601 primary and secondary teachers from the State and Municipal public school system in the urban area of Pelotas, Rio Grande do Sul State, Brazil. The study analyzed the following domains from the WHOQOL-BREF scale: physical health, psychological health, social relationships, and environment. The mean indices were: 69.2 (SD = 16.8) for physical health, 70.6 (SD = 14.0) for psychological health, 72.5 (SD = 17.3) for social relationships, and 60.7 (SD = 14.0) for environment. Age, time in the teaching career, and total number of students were not significantly associated with quality of life. Teachers in municipal schools scored higher than their counterparts in the State public schools in the physical health domain (p = 0.026). Men scored higher than women in the physical and psychological health domains. Higher family income was associated with better quality of life. Higher classroom workload was associated with better scores in the physical health and environment domains.

Pre-Service Educator's Perceptions of Exemplary Teachers

ERIC Educational Resources Information Center

Mowrer-Reynolds, Elilzabeth

2008-01-01

Sweeping educational reform has focused on re-structuring without examining the basic qualities that educators bring to the classroom. The present study sought to identify specific teacher qualities associated with exemplary teachers as determined by pre-service educators seeking teacher certification. Also examined were: (1) gender differences in…

Hiring and Retaining Great Independent School Teachers

ERIC Educational Resources Information Center

Balossi, Matt; Hernández, Natalie R.

2016-01-01

While numerous studies measure teacher effectiveness in public schools, there is little research on teacher quality among independent schools. In fact, the topic of teacher quality in public schools receives widespread media coverage, funding, and special interest. In order to better understand how independent schools describe high-quality…

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

NASA Astrophysics Data System (ADS)

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

2013-02-01

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

Enhanced Teacher Training Program

ERIC Educational Resources Information Center

Harrington, Ingrid

2013-01-01

Teacher preparation and preparedness have been the focus of much research connecting quality teaching and learning, retention, and teacher satisfaction (Halsey, 2005; Hayes, Mills, Christie, & Lingard, 2006; MCEETYA, 2006). The successful recruitment and retention of teachers to rural and remote schools Australia-wide has been problematic for…

Teachers at Work: Improving Teacher Quality through School Design. Education Sector Reports

ERIC Educational Resources Information Center

Silva, Elena

2009-01-01

Furman Brown has spent over a decade figuring out how to design a better school. As a first-year teacher in South Central Los Angeles in the early 1990s, he got a taste of what was wrong with the traditional public school model: It was not designed to serve students "or" teachers well. Convinced there was a better way to organize and…

Quality Indicators for Competitive Employment Outcomes: What Special Education Teachers Need to Know in Transition Planning

ERIC Educational Resources Information Center

Brooke, Valerie Ann; Revell, Grant; Wehman, Paul

2009-01-01

The quality of job outcomes achieved by youth with disabilities who are transitioning into employment varies widely across the country. Special education teachers, youth with disabilities, families, community rehabilitation program (CRP) staff providing employment services, and others involved in assisting transitioning youth can benefit from a…

Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans: A Use of the IES Recommendations

ERIC Educational Resources Information Center

Ding, Meixia; Carlson, Mary Alice

2013-01-01

This study explored a group of elementary teachers' ("n" = 35) learning to construct high-quality lesson plans that foster student understanding of fundamental mathematical ideas. The conceptual framework for this study was gleaned from the recently released Institute of Education Sciences (IES) recommendations, including (a)…

Teacher-Child Relationships and Children's Externalizing Behaviors in Head Start

ERIC Educational Resources Information Center

Whittaker, Jessica E. Vick; Jones Harden, Brenda

2010-01-01

This study explored the association between teacher-child relationship quality and Head Start children's externalizing behaviors. We also investigated the associations among teacher, student, and classroom characteristics and teacher-child relationship quality. Data were gathered from 100 Head Start children and their teachers. Teacher-child…

Solving the Nation's Teacher Shortage: How Online Learning Can Fix the Broken Teacher Labor Market

ERIC Educational Resources Information Center

Dwinal, Mallory

2015-01-01

As the link between teacher quality and student performance becomes increasingly apparent, education leaders have invested significant time and energy into recruiting high-quality educators. Unfortunately, chronic teacher shortages have undercut these efforts, and many school leaders continue to struggle with staffing each year. A closer…

Building-related health symptoms and classroom indoor air quality: a survey of school teachers in New York State.

PubMed

Kielb, C; Lin, S; Muscatiello, N; Hord, W; Rogers-Harrington, J; Healy, J

2015-08-01

Most previous research on indoor environments and health has studied school children or occupants in non-school settings. This investigation assessed building-related health symptoms and classroom characteristics via telephone survey of New York State school teachers. Participants were asked about 14 building-related symptoms and 23 classroom characteristics potentially related to poor indoor air quality (IAQ). Poisson regression analysis was used to assess the relationship between these symptoms and each classroom characteristic, controlling for potential confounders. About 500 teachers completed the survey. The most frequently reported classroom characteristics included open shelving (70.7%), food eaten in class (65.5%), dust (59.1%), and carpeting (46.9%). The most commonly reported symptoms included sinus problems (16.8%), headache (15.0%), allergies/congestion (14.8%), and throat irritation (14.6%). Experiencing one or more symptoms was associated most strongly with reported dust (relative risk (RR) = 3.67; 95% confidence interval (CI): 2.62-5.13), dust reservoirs (RR = 2.13; 95% CI: 1.72-2.65), paint odors (RR = 1.73; 95% CI: 1.40-2.13), mold (RR = 1.71; 95% CI: 1.39-2.11), and moldy odors (RR = 1.65 95% CI: 1.30-2.10). Stronger associations were found with increasing numbers of reported IAQ-related classroom characteristics. Similar results were found with having any building-related allergic/respiratory symptom. This research adds to the body of evidence underscoring the importance to occupant health of school IAQ. Teachers play an important role in educating children, and teacher well-being is important to this role. Health symptoms among New York teachers while at work are common and appear to be associated with numerous characteristics related to poor classroom IAQ. Improving school Indoor Air Quality may reduce sickness and absenteeism and improve teacher performance. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

School Managers' Perception of Teachers' Preparation for Basic Education in Nigeria: Implications for Teachers' Preparation in Nigerian Tertiary Institutions

ERIC Educational Resources Information Center

Shofoyeke, A. D.; Omotayo, O. T.; Ikuerowo, J. R.

2014-01-01

The National Policy on Education (2013) describes education as an instrument for national development and social change. Teachers are very important in implementing quality education that can bring about national development. However, no education can rise beyond the quality of its teachers. Pre-service teachers are produced by colleges and…

Teacher Quality: A Comparison of National Board--Certified and Non--Board--Certified Teachers of Deaf Students

ERIC Educational Resources Information Center

Scheetz, Nanci A.; Martin, David S.

2006-01-01

The study was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by…

Developing Evidence & Gathering Data about Teacher Education Program Quality

ERIC Educational Resources Information Center

American Association of State Colleges and Universities, 2007

2007-01-01

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…

The Multidimensional Impact of Teachers on Students

ERIC Educational Resources Information Center

Pope, Nolan G.

2017-01-01

For decades, policymakers and researchers have used value-added models that rely solely on student test scores to measure teacher quality. However, since teaching ability is multidimensional, test-score value-added measures of teacher quality may not fully capture the impact of teachers on students. In this paper, we use test-score and…

Unpacking the Black Box of the Chicago School Readiness Project Intervention: The Mediating Roles of Teacher-Child Relationship Quality and Self-Regulation

ERIC Educational Resources Information Center

Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele

2013-01-01

Research Findings: This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms that include the quality of teacher-child relationships and children's self-regulation. The CSRP is a multicomponent teacher and classroom-focused intervention, and its…

Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

ERIC Educational Resources Information Center

Ellerbrock, Cheryl R.; Cruz, Bárbara C.; Vásquez, Anete; Howes, Elaine V.

2016-01-01

Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on…

What Makes a Great Teacher?

ERIC Educational Resources Information Center

Educational Leadership, 2011

2011-01-01

This article presents prominent educators who describe the most important quality of an effective teacher. Sonia Nieto, professor at Emerita, Language, Literacy, and Culture University of Massachusetts, argues that in this age of hubris and shameless self-promotion, humility is an essential quality for teachers to have. Joseph Semadeni, fifth…

Teacher Quality and Sorting across Traditional Public and Charter Schools in the Detroit Metropolitan Region

ERIC Educational Resources Information Center

Addonizio, Michael F.; Kearney, C. Philip; Gawlik, Marytza A.

2015-01-01

In the quest to raise student achievement in low-performing urban schools, researchers often point to the central importance of recruitment and retention of a high quality teacher workforce (Lankford, Loeb and Wyckoff 2002; Rivkin, Hanushek and Kain 2005; Jacob 2007). At the same time, advocates have proposed charter schools not only as a means to…