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…

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.…

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…

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…

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.

Trooping into the Classroom.

ERIC Educational Resources Information Center

Paterson, Kristin

1995-01-01

Many former members of the military have chosen second careers in teaching aided by a Department of Defense program called Troops to Teachers. Teachers are eligible to receive financial support for schooling if they agree to stay with the program for five years. School districts benefit from employees with highly developed technical skills and a…

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…

Teachers on the Move: A Look at Teacher Interstate Mobility Policy and Practice

ERIC Educational Resources Information Center

Coggshall, Jane G.; Sexton, Susan K.

2008-01-01

This report--based on an exploratory empirical study of state certification and licensure policies, 10 states' employment databases, a survey of teachers with interstate mobility experience, and focus groups of American Association for Employment in Education members and Troops-to-Teachers state directors--focuses on the certification and…

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…

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…

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.

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…

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 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…

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…

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…

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…

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.

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…

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…

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…

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…

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

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.…

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…

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…

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,…

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.

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…

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.…

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…

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,…

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…

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…

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2007

2007-01-01

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

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…

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…

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…

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…

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…

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 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…

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2007

2007-01-01

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

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2007

2007-01-01

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

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2007

2007-01-01

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

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 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 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…

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;…

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…

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…

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...

Innovation for Teacher Quality. Final Regulations. Federal Register, Department of Education, 34 CFR Part 230

ERIC Educational Resources Information Center

National Archives and Records Administration, 2005

2005-01-01

The Secretary issues regulations prescribing criteria to be used in selecting eligible members of the Armed Forces to participate in the Troops-to-Teachers program and receive financial assistance. These regulations implement section 2303(c) of the Elementary and Secondary Education Act of 1965, as amended (Act). The regulations also define the…

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 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

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…

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…

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…

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…

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…

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…

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…

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…

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…

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…

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…

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…

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.

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)

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…

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…

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…

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

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.…

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 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 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…

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…

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

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…

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.

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…

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…

Building Teacher Quality in the Kansas City, Missouri School District

ERIC Educational Resources Information Center

Corso, Aileen; Franck, Valerie; Kelliher, Kate; McCorry, Betsy

2011-01-01

This study looks at the policies and practices shaping teacher quality in the Kansas City, Missouri School District (KCMSD). It is part of a series of analyses by the National Council on Teacher Quality (NCTQ) in school districts across the nation. Framing this analysis are five policy goals for improving teacher quality: (1) Staffing. Teacher…

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…

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 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.

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 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…

Mathematics teachers' support and retention: using Maslow's hierarchy to understand teachers' needs

NASA Astrophysics Data System (ADS)

Fisher, Molly H.; Royster, David

2016-10-01

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 develop a hierarchy of teachers' needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.

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…

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…

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…

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…

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…

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.

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…

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…

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.

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…

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,…

Best of Teacher-to-Teacher: The Ultimate Beginner's Guide. NEA Teacher-to-Teacher Books.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

In this book, beginning teachers from around the country share their favorite chapters from the National Education Association's "Teacher-to-Teacher" books. Each story illustrates step-by-step how teachers tackle a specific restructuring challenge, describing what worked and what did not work in the process. Each chapter includes diagrams,…

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…

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…

Teacher-to-Teacher Mentoring. For Tech Teachers

ERIC Educational Resources Information Center

Gora, Kathleen; Hinson, Janice

2004-01-01

Many principals want to provide effective professional development to assist teachers with technology integration, but they don't know where to begin. Sometimes teachers participate in professional development opportunities offered by local school districts, but these one-size-fits-all experiences seldom address teachers' specific needs or skill…

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…

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 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…

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…

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…

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…

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…

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…

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

ERIC Educational Resources Information Center

Fuller, Edward J.

2014-01-01

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

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…

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'…

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…

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…

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.

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…

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…

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…

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.…

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…

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…

How to Activate Teachers through Teacher Evaluation?

ERIC Educational Resources Information Center

Tuytens, Melissa; Devos, Geert

2014-01-01

There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate…

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…

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…

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…

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…

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…

Using Facebook to Support Novice Teachers

ERIC Educational Resources Information Center

Staudt, Denise; St. Clair, Norman; Martinez, Elda E.

2013-01-01

Providing quality support for novice teachers as they enter the profession has been an ongoing concern of educator preparation programs. This article describes the efforts of one teacher preparation program in addressing this matter by utilizing Facebook[R] to provide sustained support and professional development for its beginning teachers. We…

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…

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…

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.…

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…

Changes in Pre-Service Teachers Perceptions' of Teacher Qualities: Development from Egocentric to Student Centric

ERIC Educational Resources Information Center

Sheridan, Lynn D.

2013-01-01

This study looks at pre-service teachers' developing perceptions with a view to supporting teacher education practices. In determining and guiding program structures it is the opinions of the experts that are most often heard. Absent from this debate is an understanding of the changing perceptions of the pre-service teacher as they progress…

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...

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…

Teacher Preparation to Proficiency and Beyond: Exploring the Landscape

ERIC Educational Resources Information Center

Ward, Lorrae; Grudnoff, Lexie; Brooker, Barry; Simpson, Mary

2013-01-01

Concerns around the provision and retention of quality teachers are global. Amongst these concerns are the preparedness of graduate teachers and the quality and nature of teacher education. The purpose of the article is to focus questions of teacher preparedness and education within a wider discussion around the professional life-cycle of…

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.

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…

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…

Assessing Teaching Skills Linked to Student Achievement in Candidate Teachers during the Teacher Hiring Process

ERIC Educational Resources Information Center

Fortner, Dale

2011-01-01

The purpose of this project study was to assist school principals in hiring quality teachers by examining existing hiring processes and research-based criteria on teacher practices that influence student achievement. The superintendent in one school district identified a problem of low student achievement and high teacher turnover. The theoretical…

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…

It's Your Evaluation--Collaborating to Improve Teacher Practice

ERIC Educational Resources Information Center

Danielson, Charlotte

2012-01-01

The most fundamental reason why teachers are evaluated is because public schools take public money, and the public has a right to expect high-quality teaching. But there are two more basic purposes: (1) to ensure teacher quality; and (2) to promote professional development. The challenge is merging these two purposes of teacher evaluation.…

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

Student Portfolios. NEA Teacher-to-Teacher Books.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

In the Teacher-to-Teacher series of the National Education Association's Professional Library, teachers speak directly to other teachers about school restructuring issues. This volume covers issues in student assessment, focusing on student portfolios and their uses in reflecting student processes, collaboration, and literacy. Various portfolios…

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…

Teacher Quality Roadmap: Improving Policies and Practices in the Miami-Dade County Public Schools

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2012

2012-01-01

In partnership with the Urban League of Greater Miami, the National Council on Teacher Quality (NCTQ) released "Teacher Quality Roadmap: Improving Policies and Practices in Miami," an in-depth study of the work rules Miami-Dade teachers. This look at the state of teacher policies in Miami-Dade County Public Schools explores the…

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…

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

ERIC Educational Resources Information Center

Gelfer, Jeff; 'O' Hara, Katie; Krasch, Delilah; Nguyen, Neal

2015-01-01

Often administrators seek alternative methods of evaluating staff while staff are frequently searching for methods to represent the breadth and quality of their efforts. One method proving to be effective for gathering and organising products of teacher activity is the portfolio. This article will discuss the procedures that teachers can apply in…

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,…

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…

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…

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…

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…

Teacher to Teacher: Learning from Each Other.

ERIC Educational Resources Information Center

Duckworth, Eleanor

Thirteen teachers and a teacher educator describe a year-long graduate program for experienced teachers in which they learned from each other how to become better teachers. The program, which was situated at Harvard's Graduate School of Education, included an integrative seminar, three required courses, and two elective courses. This book is…

State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Alabama

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

This paper presents the Alabama edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook". The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine…

State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Idaho

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

This report presents the Idaho edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook." The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine…

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…

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

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.

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,…

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:…

Teacher Quality Roadmap: Improving Policies and Practices in Pittsburgh Public Schools

ERIC Educational Resources Information Center

Gonzalez, Angel; Kumar, Sudipti; Waymack, Nancy

2014-01-01

The Pittsburgh Public Schools study is the 12th district study since the National Council on Teacher Quality (NCTQ) began studying districts in-depth in 2009. The intent of these studies is to give select communities a comprehensive look at what is happening in their local school districts that may be either helping or hurting teacher quality, and…

Teacher Quality Roadmap: Improving Policies and Practices in LAUSD

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

At the request of the United Way of Greater Los Angeles, the National Council on Teacher Quality (NCTQ) undertook this analysis of the teacher policies in the Los Angeles Unified School District (LAUSD). A coalition of civil rights groups were also involved in this project, including Parent Organization Network, Families in Schools, Alliance for a…

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)

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…

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…

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…

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…

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…

Teacher Electronic Portfolio and Its Relation to EFL Student Teacher Performance and Attitude

ERIC Educational Resources Information Center

Alshawi, Areej T.; Alshumaimeri, Yousif A.

2017-01-01

E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers' e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student…

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…

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

"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…

Comprehensive Teacher Induction: Linking Teacher Induction to Theory

ERIC Educational Resources Information Center

Keilwitz, Heather A.

2014-01-01

Teacher retention is a wide concern in education and in response school districts throughout the United States are developing more comprehensive teacher induction programs. Components of teacher induction programs that have assisted with successful teacher development include release time for teacher observation, assignment of a knowledgeable…

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…

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…

Educating Primary Teachers to Teach Physical Education

ERIC Educational Resources Information Center

Tsangaridou, Niki

2012-01-01

Research evidence suggests that, worldwide, physical education in early years is mainly taught by primary teachers (Graber et al., 2008; Hunter, 2006; Kirk, 2005). Descriptions of primary teachers' experiences of teaching physical education are particularly essential as an avenue for developing better-quality teacher training for teaching primary…

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…

Using performance-based pay to improve the quality of teachers.

PubMed

Lavy, Victor

2007-01-01

Tying teachers' pay to their classroom performance should, says Victor Lavy, improve the current educational system both by clarifying teaching goals and by attracting and retaining the most productive teachers. But implementing pay for performance poses many practical challenges, because measuring individual teachers' performance is difficult. Lavy reviews evidence on individual and school-based incentive programs implemented in recent years both in the United States and abroad. Lavy himself evaluated two carefully designed programs in Israel and found significant gains in student and teacher performance. He observes that research evidence suggests, although not conclusively, that pay-for-performance incentives can improve teachers' performance, although they can also lead to unintended and undesired consequences, such as teachers' directing their efforts exclusively to rewarded activities. Lavy also offers general guidelines for designing effective programs. He emphasizes that the system must measure true performance in a way that minimizes random variation as well as undesired and unintended consequences. It must align performance with ultimate outcomes and must be monitored closely to discourage gaming if not outright fraud in measured output. Goals should be attainable. Incentives should balance individual rewards with school incentives, fostering a cooperative culture but not at the expense of free riding. All teachers should be eligible for the incentive offered, but only a subset of teachers should be rewarded in practice. If too many teachers are rewarded, teachers may not need to exert much extra effort to benefit. Many of the practical challenges faced by performance-related pay, Lavy says, can be addressed through careful design of the system. He emphasizes that setting up a performance-related pay system that works is not a one-time task. Even with the best preparation, initial implementation is likely to be problematic. But if the effort is seen as

Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study

PubMed Central

2014-01-01

Background Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students’ practical skills at the end of their course were chosen. Methods The authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire. Results Data for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains ‘alarm call’ (p < 0.01) and ‘ventilation’ (p = 0.01), while the domains ‘chest compressions’ and ‘use of automated defibrillator’ did not differ. MCQ scores revealed no statistical difference. Overall, teaching quality was rated significantly better by students of untrained teachers (p = 0.05). Conclusions At the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation. PMID:24400838

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.

Teachers' Perceptions on How to Improve Teacher Retention

ERIC Educational Resources Information Center

Wood, Jennifer L.

2014-01-01

The purpose of this qualitative descriptive case study was to research teachers' attrition in a central South Carolina school district by analyzing the experiences of 5 former teachers in the district. Highly qualified teachers are needed to educate students who come from diverse backgrounds. Unfortunately, many qualified teachers leave the…

State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. South Carolina

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

This paper presents the South Carolina edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook". The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals…

State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. New Mexico

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

This paper presents the New Mexico edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook". The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals…

State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. New Jersey

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

This paper presents the New Jersey edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook". The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals…

State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. New Hampshire

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

This paper presents the New Hampshire edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook". The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals…

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…

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…

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…

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'…

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)

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…

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…

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…

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…

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…

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…

Using Performance-Based Pay to Improve the Quality of Teachers

ERIC Educational Resources Information Center

Lavy, Victor

2007-01-01

Tying teachers' pay to their classroom performance should, says Victor Lavy, improve the current educational system both by clarifying teaching goals and by attracting and retaining the most productive teachers. But implementing pay for performance poses many practical challenges, because measuring individual teachers' performance is difficult.…

From Teacher to Teacher Leader: A Conceptual Model

ERIC Educational Resources Information Center

Hunzicker, Jana

2017-01-01

Conceptions of teacher leadership are trending away from formal titles and positions to embrace a more informal, integrated approach. Moreover, there is growing agreement among scholars that teacher leadership is a stance, or way of thinking and being, rather than a set of behaviors. As a result, understanding how teachers progress from teacher to…

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,…

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

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.

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…

Views on Values Education: From Teacher Candidates to Experienced Teachers

ERIC Educational Resources Information Center

Iscan, Canay Demirhan

2015-01-01

This study aimed to identify the views of experienced class teachers and class teacher candidates on values education. It conducted standard open-ended interviews with experienced class teachers and teacher candidates. The study group comprised 9 experienced class teachers from different socio-economic levels and 9 teacher candidates with…

The SUPERCOMET 2 Project: Teacher Seminar and Teacher Guide

NASA Astrophysics Data System (ADS)

Engstrom, V.; Ireson, G.; Latal, H.; Mathelitsch, L.; Michelini, M.; Peeters, W.; Rath, G.

2008-05-01

The Leonardo da Vinci pilot projects SUPERCOMET (2001-2004) and SUPERCOMET 2 (2004-2007) developed and tested teacher training materials for active, minds-on learning of electromagnetism and superconductivity at the level of upper secondary school. New multimedia materials for the pupils supported the teacher materials, including a teacher seminar in 4 half-day modules detailing the scientific contents, teaching methods, using ICT in physics teaching and learning, online collaboration and further resources for exploring the selected topics. The aim of these projects were to improve the quality of physics teaching on a European level, involving a combined total of 45 partners in 16 countries, and conducting trials at 67 schools with approx. 230 teachers, 280 trainee teachers and 2200 pupils. New follow-up projects develop hands-on materials for carrying out the activities described in the teacher guide and seminars and additional teacher materials involving modelling, simulations and data logging.

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…

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…

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…

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…

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…

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…

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…

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…

A Strength-Based Approach to Teacher Professional Development

ERIC Educational Resources Information Center

Zwart, Rosanne C.; Korthagen, Fred A. J.; Attema-Noordewier, Saskia

2015-01-01

Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

Responding to Teacher Shortages: Relationships among Mobility Experiences, Attitudes, and Intentions of Dutch Teachers

ERIC Educational Resources Information Center

van Geffen, Renske E.; Poell, Rob F.

2014-01-01

From all over the world there have been calls from governmental institutions to address a shortage of high quality teachers. As changing jobs generates new experiences, job mobility could be a way for teachers to adhere to the government's call to develop themselves into the teaching force needed. The research question of this study was: How do…

Matching Pupils and Teachers to Maximize Expected Outcomes.

ERIC Educational Resources Information Center

Ward, Joe H., Jr.; And Others

To achieve a good teacher-pupil match, it is necessary (1) to predict the learning outcomes that will result when each student is instructed by each teacher, (2) to use the predicted performance to compute an Optimality Index for each teacher-pupil combination to indicate the quality of each combination toward maximizing learning for all students,…

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…

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…

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,…

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…

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…

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…

Professional Development That Promotes Powerful Interactions: Using Teacher Book Clubs to Reflect on Quality in Teacher-Child Relationships

ERIC Educational Resources Information Center

White, Kelley Mayer

2016-01-01

For a majority of teachers, traditional professional development workshops lack relevancy and leave teachers on their own to implement what was learned. Workshops are frequently structured in ways in which teachers are seen simply as recipients of information handed down by trainers (a more passive role) versus those who reflect on and construct…

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.

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)

Reclaiming Instructional Supervision: Using Solution-Focused Strategies to Promote Teacher Development

ERIC Educational Resources Information Center

Stark, Marcella D.; McGhee, Marla W.; Jimerson, Jo Beth

2017-01-01

To positively affect teacher quality, instructional leaders must engage teachers in ways that support improved practice and seek to empower teachers as creative and knowledgeable risk takers. A collaborative, strengths-based approach that promotes teacher growth, rather than one that conditions teachers to await administrator directive or…

From Teacher to Teacher Educator: Reframing Knowledge in Practice

ERIC Educational Resources Information Center

Dinkelman, Todd; Margolis, Jason; Sikkenga, Karl

2006-01-01

This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in…

Relationship of Online Teacher Professional Development to Seventh-Grade Teachers' and Students' Knowledge and Practices in English Language Arts

ERIC Educational Resources Information Center

de Kramer, Raquel Magidin; Masters, Jessica; O'Dwyer, Laura M.; Dash, Sheralyn; Russell, Michael

2012-01-01

Online professional development (OPD) has potential to improve teacher quality by improving teachers' knowledge and instructional practices. These changes, in turn, have potential to improve student achievement. Unfortunately, there is a dearth of scientific research on the effects of OPD on teachers and, more importantly, on students. This…

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…

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…

Relating Communication Competence to Teaching Effectiveness: Implication for Teacher Education

ERIC Educational Resources Information Center

Okoli, Alexander C.

2017-01-01

There is wide practice of attributing students' achievement to teacher effectiveness. Some school authorities take this further by querying teachers over poor performances of their students. Although the teacher is just one factor among many that determine students' performances, the teachers' attributes and qualities are very important in the…

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

Child-to-teacher ratio and day care teacher sickness absenteeism.

PubMed

Gørtz, Mette; Andersson, Elvira

2014-12-01

The literature on occupational health points to work pressure as a trigger of sickness absence. However, reliable, objective measures of work pressure are in short supply. This paper uses Danish day care teachers as an ideal case for analysing whether work pressure measured by the child-to-teacher ratio, that is, the number of children per teacher in an institution, affects teacher sickness absenteeism. We control for individual teacher characteristics, workplace characteristics, and family background characteristics of the children in the day care institutions. We perform estimations for two time periods, 2002-2003 and 2005-2006, by using generalized method of moments with lagged levels of the child-to-teacher ratio as instrument. Our estimation results are somewhat mixed. Generally, the results indicate that the child-to-teacher ratio is positively related to short-term sickness absence for nursery care teachers, but not for preschool teachers. Copyright © 2013 John Wiley & Sons, Ltd.

The Motivation of Teachers to Assume the Role of Cooperating Teacher

ERIC Educational Resources Information Center

Jonett, Connie L. Foye

2009-01-01

The Motivation of Teachers to Assume the Role of Cooperating Teacher This study explored a phenomenological understanding of the motivation and influences that cause experienced teachers to assume pedagogical training of student teachers through the role of cooperating teacher. The research question guiding the study was what motivates teachers to…

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…

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…

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

Implementing Promising Practices to Prepare Quality Teacher Educators

ERIC Educational Resources Information Center

Gentry, Ruben

2012-01-01

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

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…

A Tale of Two Teachers: Learning to Teach Over Time

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn

2012-01-01

In today's policy and political climate, where teacher quality is widely assumed to be the single most important influence on students' learning, viewpoints about where, when, and how people learn to teach are mixed. However, most teachers and teacher educators continue to believe that teachers learn how to teach over time. This article looks…

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…

Teachers and Bullying Developing a Deeper Understanding of Teachers' Perceptions of Teacher-to-Student Bullying

ERIC Educational Resources Information Center

Zerillo, Christine

2010-01-01

Students report that teachers bully them, but a review of the literature indicates that little attention has been given to teacher-to-student bullying. This study used a mixed-methods approach to investigate elementary teachers' perceptions of seriousness and their intent to intervene in teacher bullying incidents. Results indicated that teachers…

Using Type To Prepare or Develop Teachers for Poor Urban Areas.

ERIC Educational Resources Information Center

Ryan, Patricia M.

This paper reviews current literature about three tools used by teacher education programs and school districts to assess teacher candidate quality. It presents a matrix which aligns the underlying dimensions of teacher knowledge, dispositions, and skills for the STAR Teacher Interview, the Teacher Perceiver Interview, and the Praxis III Teacher…

The Teacher Pay Gap Is Wider than Ever: Teachers' Pay Continues to Fall Further behind Pay of Comparable Workers

ERIC Educational Resources Information Center

Allegretto, Sylvia A.; Mishel, Lawrence

2016-01-01

An effective teacher is the most important school-based determinant of education outcomes. Therefore it is crucial that school districts recruit and retain high-quality teachers. This is increasingly challenging given that the supply of teachers has been greatly affected by high early to mid-career turnover rates, annual retirements of longtime…

Redefining What It Means to Be a Teacher through Professional Standards: Implications for Continuing Teacher Education

ERIC Educational Resources Information Center

Torrance, Deirdre; Forde, Christine

2017-01-01

This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent…

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.…

From Teachers to Teacher-Leaders: A Case Study

ERIC Educational Resources Information Center

Riveros, Augusto; Newton, Paul; da Costa, José

2013-01-01

This paper reports on a study of teacher leadership conducted in Alberta, Canada. Twenty-one school teachers and administrators were interviewed about their experiences with a provincial teacher-leader program in which they participated from 1997 to 2007. The participants were asked questions related to their experience in the program and how…

Using Digital Videos to Enhance Teacher Preparation

ERIC Educational Resources Information Center

Dymond, Stacy K.; Bentz, Johnell L.

2006-01-01

The technology to produce high quality, digital videos is widely available, yet its use in teacher preparation remains largely overlooked. A digital video library was created to augment instruction in a special education methods course for preservice elementary education teachers. The videos illustrated effective strategies for working with…

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.

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…

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.…

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…

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…

Teacher Expectancy Related to Student Performance in Vocational Education.

ERIC Educational Resources Information Center

Pandya, Himanshu S.

A study was designed (1) to discover the effect of teacher expectation on student performance in the cognitive and in the psychomotor skills, and (2) to analyze students' attitudes toward teachers because of teacher expectations. The study utilized two different instructional units. The quality milk production unit was used to teach cognitive…

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…

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…

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…

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…

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…

The pathways of high school science teachers and policy efforts to alter the pipeline

NASA Astrophysics Data System (ADS)

Sass, Tim

2012-03-01

There is currently much interest in improving the quality of science education in K-12 schools and encouraging more students, particularly minorities and women, to pursue careers in STEM fields. Two interrelated issues are at the forefront: the quality of science teachers and the supply of science teachers. Education research in general finds that the single most important school-based factor affecting student achievement is teacher quality. While there is little evidence that teacher credentials matter for student achievement in the lower grades, there is at least some evidence that content knowledge is an important determinant of teacher quality in middle and secondary schools. However, little is known about the pre-service preparation of high school science teachers and how the training of science teachers affects their performance in the classroom. While there are many efforts underway to increase the supply of science teachers, little is known about the supply of science teachers from different pathways and the factors that lead science teachers to leave the profession. In this presentation I discuss recent work on the supply of teachers from alternative pathways, focusing on high school science teachers. I also summarize the literature on teacher quality and attrition, emphasizing the current state of knowledge on secondary school teachers. Finally, I present current policy initiatives and discuss the likelihood of their success given current research findings.

Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers

NASA Astrophysics Data System (ADS)

Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.

2005-12-01

Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in

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…

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…

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…

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…

Attitude of Nigerian Secondary School Teachers to Peer Evaluation of Teachers

ERIC Educational Resources Information Center

Joshua, Monday T.; Joshua, Akon M.; Bassey, Bassey A.; Akubuiro, Idorenyin M.

2006-01-01

The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers' attitude toward peer evaluation of teachers. To…

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…

New Teachers for Change: Considering the Perspectives of Pre-Service Urban Teachers

ERIC Educational Resources Information Center

Borrero, Noah

2016-01-01

This study presents the perspectives of a group of pre-service teacher candidates with a commitment to teach in urban public schools. Nineteen new teachers participated in this study and 14 of them identified as new teachers of Color. Their reflections on entering the teaching profession, teaching in urban schools, and qualities of good teaching…

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…

Policy Changes in Brunei Teacher Education: Implications for the Selection of Trainee Teachers

ERIC Educational Resources Information Center

Mundia, Lawrence

2012-01-01

To improve quality, teacher education programs in Brunei were recently eliminated at the undergraduate level and changed to master of teaching degree courses. Prospective teachers are required to obtain content-rich initial degrees prior to applying for teacher training. This study argues that the high entry qualification to teaching may, in…

Teacher Self-Efficacy According to Turkish Cypriot Science Teachers

ERIC Educational Resources Information Center

Olmez, Cemil; Ozbas, Serap

2017-01-01

This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-Efficacy (TSE) Scale was used as a data source. It was observed that the science teachers' efficacy beliefs about student engagement in…

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…

From Student Teacher to Teacher: Making the First Cut (Part I)

ERIC Educational Resources Information Center

Quezada, Reyes L.

2004-01-01

Preservice teachers in elementary teacher education programs for the most part are well trained and prepared in meeting the needs of the students they face in today's classrooms. For many preservice teachers a more traumatic experience is the transition from student teacher to teacher. Due to various time and curricular constraints, the student…

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…

What's Missing from Teacher Prep

ERIC Educational Resources Information Center

Chesley, Gary M.; Jordan, Janice

2012-01-01

As school district administrators, the authors have observed that too many beginning teachers struggle in their first few years. Questioning the quality of the university teacher preparation programs that supply a majority of their district's teachers, they decided to ask the new teachers themselves how well prepared they felt. A focus group with…

34 CFR 200.57 - Plans to increase teacher quality.

Code of Federal Regulations, 2013 CFR

2013-07-01

... and effective classroom teachers; (ii) Describe the strategies the State will use to— (A) Help LEAs..., recruitment programs, or other effective strategies, minority students and students from low-income families... ensure that all public elementary and secondary school teachers in the State who teach core academic...

34 CFR 200.57 - Plans to increase teacher quality.

Code of Federal Regulations, 2014 CFR

2014-07-01

... and effective classroom teachers; (ii) Describe the strategies the State will use to— (A) Help LEAs..., recruitment programs, or other effective strategies, minority students and students from low-income families... ensure that all public elementary and secondary school teachers in the State who teach core academic...

34 CFR 200.57 - Plans to increase teacher quality.

Code of Federal Regulations, 2012 CFR

2012-07-01

... and effective classroom teachers; (ii) Describe the strategies the State will use to— (A) Help LEAs..., recruitment programs, or other effective strategies, minority students and students from low-income families... ensure that all public elementary and secondary school teachers in the State who teach core academic...

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'…

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'…

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

Improving Teacher Practice: Experimental Evidence on Individualized Teacher Coaching

ERIC Educational Resources Information Center

Kraft, Matthew A.; Blazar, David L.

2013-01-01

For over a century, school systems in the U.S. have attempted to improve instructional quality by investing in the education and training of their teachers. Today, over 90% of teachers report participating in some form of professional development (PD). Practitioners have responded to critiques of PD by re-envisioning it in the form of…

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…

Rating Teacher-Preparation Programs

ERIC Educational Resources Information Center

Von Hippel, Paul T.; Bellows, Laura

2018-01-01

Recent policies intended to improve teacher quality have focused on the preparation that teachers receive before entering the classroom. A short-lived federal rule would have required every state to assess and rank teacher-preparation programs by their graduates' impact on student learning. Though the federal rule was repealed, last year some 21…

School-Based In-Service Teacher Training in Japan: Perspectives on Teachers' Professional Development.

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar

This paper uses the case study method to describe the characteristics of Japanese school-based inservice teacher training programs, which are designed to help teachers improve their competence and the quality of their teaching activities. Data come from observations of and interviews with teachers in classrooms within 10 public elementary schools.…

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,…

Video Use in Teacher Education: A Survey of Teacher-Educators' Practices across Disciplines

ERIC Educational Resources Information Center

Arya, Poonam; Christ, Tanya; Chiu, Ming Ming

2016-01-01

Video methods utilize tenets of high quality teacher education and support education students' learning and application of learning to teaching practices. However, how frequently video is used in teacher education, and in what ways is unknown. Therefore, this study used survey data to identify the extent to which 94 teacher-educators used video in…

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"…

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…

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…

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…

Why Teachers Participate in Professional Development: Lessons from a Schoolwide Teacher Study Group

ERIC Educational Resources Information Center

Bigsby, James B.; Firestone, William A.

2017-01-01

Because it is not clear that teachers will volunteer for good professional development if it is made available, this study used surveys--including social network analysis--and interviews to examine why teachers did and did not participate in one school's high-quality study group. While all teachers were motivated by intrinsic incentives, two…

Transformational School Leadership and Teacher Self-Efficacy as Predictors of Perceived Collective Teacher Efficacy

ERIC Educational Resources Information Center

Ninkovic, Stefan R.; Kneževic Floric, Olivera C.

2018-01-01

Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and…

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…

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

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…

Teacher-to-Teacher: The Heart of the Coaching Model

ERIC Educational Resources Information Center

Shidler, Linda

2010-01-01

Coaching occurs when one professional works closely with another professional to increase productivity or to meet a common outcome. For a coach or mentor to be successful, the teacher must believe in the expertise the coach espouses, and the coach must believe in the teacher's abilities. Through "reflective coaching," teachers and coaches…

Strategies to Increase Teacher Supply and Quality: Related Policy Issues.

ERIC Educational Resources Information Center

Raizen, Senta

1986-01-01

"Quick fixes" and over-reactive policy mandates don't clearly anticipate long-term implications. Examples are given of the negative effects of scholarship/loan programs, career ladders, changing credentialing requirements, and teacher competency testing, originally devised to avoid teacher shortages. (Author/CB)

Fidelity Assessment to Improve Teacher Instruction and School Decision Making

ERIC Educational Resources Information Center

McKenna, John William; Parenti, Melissa

2017-01-01

Teachers must provide high-quality instruction based on evidence-based practices to provide students meaningful opportunities to learn and to improve school outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation may limit the effectiveness of teacher practices, as indicated by low levels…

Teacher Education: From Education to Teacher Substance and Practice

ERIC Educational Resources Information Center

Felicetti, Vera Lucia

2011-01-01

This article aims to reflect the trajectory of the teacher from the perspective of building and rebuilding the knowledge of the professional in education; it shows the teacher constituting the development of his knowledge-substance and knowledge-practice over the course of teacher performance, which makes each professional unique, though they…

The Teacher Aide...An Answer to the Teacher Shortage.

ERIC Educational Resources Information Center

Axford, Roger W.

The Maine State Department of Education and the Continuing Education Division of Maine State University provided a series of summer institutes in 1968 at selected university locations throughout the state for presently employed or prospective teacher aides. Courses were offered to 116 teacher aides in education and the teacher aide, classroom…

Teacher Burnout Factors as Predictors of Adherence to Behavioral Intervention

ERIC Educational Resources Information Center

Gaitan, Peggy E.

2009-01-01

It is hypothesized that factors related to teacher burnout influence treatment adherence. This study examines the relation of teacher burnout to the frequency and quality of behavioral intervention implementation. A sample of 45 general and special education teachers were trained to implement the Good Behavior Game, an intervention designed to…

Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Hirvonen, Pekka E.

2010-01-01

This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

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…

Financial Incentives to Promote Teacher Recruitment and Retention: An Analysis of the Florida Critical Teacher Shortage Program

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim R.

2015-01-01

Staffing problems are pervasive in certain subject areas, such as secondary math and science and special education, where the combination of training requirements and relatively high alternative wages makes it difficult to attract and retain high-quality teachers. This project evaluated the impacts of the Florida Critical Teacher Shortage Program…

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…

Things to Remember During the Teacher Hiring Season. Newsletter

ERIC Educational Resources Information Center

Center for Comprehensive School Reform and Improvement, 2005

2005-01-01

Of all the factors that schools control, teacher quality is the one that most affects student achievement (Darling-Hammond, 2000). In fact, researcher Eric Hanushek (2002) found the difference in annual student achievement growth between a student taught by an effective teacher and one taught by an ineffective teacher can be as much as one…

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…

Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education

ERIC Educational Resources Information Center

Kagoda, Alice Merab; Sentongo, John

2015-01-01

Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher…

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,…

2011 State Teacher Policy Yearbook. Wisconsin

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. Washington

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. Maryland

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. Idaho

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…

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…

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,…

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…

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…

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…

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.

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.

Valuing Teachers: How Much Is a Good Teacher Worth?

ERIC Educational Resources Information Center

Hanushek, Eric A.

2011-01-01

The magnitude of variation in the quality of teachers, even within each school, is startling. Teachers who work in a given school, and therefore teach students with similar demographic characteristics, can be responsible for increases in math and reading levels that range from a low of one-half year to a high of one and a half years of learning…

How Do Teachers Teach? Insights from Teachers and Students. Teaching in Focus No. 18

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

Educational quality is defined and shaped by the classroom practices implemented by teachers in our schools. The Teaching and Learning International Survey (TALIS)-PISA link presents a unique opportunity to explore what takes place in the classroom by listening to the voices of teachers and students. Teachers, with their professional training and…

New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness

ERIC Educational Resources Information Center

Moir, Ellen; Barlin, Dara; Gless, Janet; Miles, Jan

2009-01-01

Teacher quality is the single most important lever schools have for raising student achievement. A substantial body of research indicates that new teachers are less able than their more experienced colleagues to help students fulfill their academic potential. Yet in many school districts--particularly those in urban settings--as many as half of…

2011 State Teacher Policy Yearbook. Hawaii

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. Illinois

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. Massachusetts

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. Iowa

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. 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…

Impediments to the Estimation of Teacher Value Added

ERIC Educational Resources Information Center

Ishii, Jun; Rivkin, Steven G.

2009-01-01

This article considers potential impediments to the estimation of teacher quality caused primarily by the purposeful behavior of families, administrators, and teachers. The discussion highlights the benefits of accounting for student and school differences through a value-added modeling approach that incorporates a student's history of family,…

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.…

Teacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality. Working Paper 72

ERIC Educational Resources Information Center

Koedel, Cory; Podgursky, Michael

2012-01-01

Teacher pension systems target 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 how the…

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.…

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 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…

What Type of Teachers Do We Intend to Train? An Analysis of Teacher Profiles in MERCOSUR Curricula

ERIC Educational Resources Information Center

Alliaud, Andrea; Feeney, Silvina María

2015-01-01

Over the last decades, teachers have often been identified as 'key' players for the improvement of education systems. The successive waves of reform taking place in Latin America since the 1990s have aimed at initial and continuous teacher training. The main changes intended to improve the quality and lengthen the duration of initial teacher…

A Deeper Look at How Teachers Say What They Say: A Quantitative Modality Analysis of Teacher-to-Teacher Talk

ERIC Educational Resources Information Center

Kosko, Karl W.; Herbst, Patricio

2012-01-01

Analysis of teacher-to-teacher talk provides researchers with useful information regarding the teaching profession and teachers' perspectives. This article provides a description of a method, with accompanying example, examining teacher-to-teacher talk by incorporating semantic modality and examining trends of its usage in a quantitative manner.…

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…

Teacher Pension Incentives and Labor Market Behavior: Evidence from Missouri Administrative Teacher Data. Conference Paper 2009-11

ERIC Educational Resources Information Center

Ni, Shawn; Podgursky, Michael; Ehlert, Mark

2009-01-01

Policy discussions about teacher quality and teacher "shortages" often focus on recruitment and retention of young teachers. However, attention has begun to focus on the incentive effects of teacher retirement benefit systems, particularly given their rising costs and the large unfunded liabilities. In this paper we analyze accrual of…

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)

Using Preservice Teacher Emotion to Encourage Critical Engagement with Diversity

ERIC Educational Resources Information Center

White, Kimberly R.

2009-01-01

The demographics of classroom teachers and teacher educators do not mirror the diversity found in today's schools. As we prepare preservice teachers to be quality educators for all students, we must work to ensure that they are examining issues of equity and diversity that will affect those they teach. This article explores this challenge from my…

How Teachers' Beliefs about Learning and Teaching Relate to Their Continuing Professional Development

ERIC Educational Resources Information Center

de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A.

2014-01-01

Teachers' continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers' participation in CPD, the effects of teachers' beliefs have received limited attention, despite their strong…

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…

What Matters to Principals When they Evaluate Teachers? Evidence from Cyprus

ERIC Educational Resources Information Center

Orphanos, Stelios

2014-01-01

Teacher evaluation conducted by school principals is a common worldwide practice. However, there are many reservations about principals' ability to evaluate teachers reliably. Reservations appearing in the literature include inflated ratings, minimal discrimination of teacher quality, and evaluations influenced by factors irrelevant to teacher…

Teacher- and School-Level Predictors of Teacher Efficacy and Burnout: Identifying Potential Areas for Support

ERIC Educational Resources Information Center

Pas, Elise T.; Bradshaw, Catherine P.; Hershfeldt, Patricia A.

2012-01-01

Although several studies relate low teacher efficacy and high burnout to the quality of instruction and students' academic achievement, there has been limited research examining factors that predict teacher efficacy and burnout. The current study employed a longitudinal, multilevel modeling approach to examine the influence of teacher- and…

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.

Ethnic Incongruence and the Student-Teacher Relationship: The Perspective of Ethnic Majority Teachers

ERIC Educational Resources Information Center

Thijs, Jochem; Westhof, Saskia; Koomen, Helma

2012-01-01

Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M[subscript age] = 10.81 years, SD = 1.05).…

Preparing Mathematics Teachers for Elementary High-Poverty Schools: Perceptions and Suggestions from Preservice Teachers

ERIC Educational Resources Information Center

McKinney, Sueanne E.; Berry, Robert Q., III; Jackson, Joan M.

2007-01-01

The National Council of Teachers of Mathematics articulates an ambitious vision of a high-quality mathematics program. Achieving this vision requires competent and knowledgeable teachers who can support all students in learning mathematics concepts with understanding. Effective mathematics teachers are especially needed for high-poverty schools…

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.

Impacts of the CARE for Teachers Program on Teachers' Social and Emotional Competence and Classroom Interactions

ERIC Educational Resources Information Center

Jennings, Patricia A.; Brown, Joshua L.; Frank, Jennifer L.; Doyle, Sebrina; Oh, Yoonkyung; Davis, Regin; Rasheed, Damira; DeWeese, Anna; DeMauro, Anthony A.; Cham, Heining; Greenberg, Mark T.

2017-01-01

Understanding teachers' stress is of critical importance to address the challenges in today's educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers)…

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…

They need to be recognized as a person in everyday life: Teachers' and helpers' experiences of teacher-student relationships in upper secondary school.

PubMed

Krane, Vibeke; Karlsson, Bengt; Ness, Ottar; Binder, Per-Einar

2016-01-01

The aim of this study was to explore how teachers and helpers experience that teacher-student relationship (TSR) is developed and promoted in upper secondary school.We also explored their experiences of qualities of TSR with students with mental health problems or at risk of dropping out. The study used a qualitative and participative approach; key stakeholders were included as co-researchers. Focus group interviews were held with 27 teachers and helpers. A thematic analysis was conducted. The participants' descriptions of important experiential dimensions of TSR were clustered around four themes: (1) to be recognized as a person with strengths and challenges in everyday life, (2) collaborative relationships between students and teachers, (3) flexible boundaries in the relationship between teachers and students and (4) organization of classes and procedures set the stage for TSR. Collaborative, emotional and contextual qualities were found important to the development of TSR in upper secondary school. Experiences of negative qualities of TSR can contribute to push students out of school. Teachers and helpers experience that TSR may have the potential to play a role in promoting mental health in students' everyday life.

Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition

ERIC Educational Resources Information Center

Prabjandee, Denchai

2014-01-01

In this study, the author provides a unique perspective on teacher shortage by focusing on teacher retention, in terms of why teachers stay in the teaching profession, rather than focusing on teacher attrition, or why teachers leave the teaching profession. The change in perspective created an opportunity to study the journey of how teachers chose…

Who Wants to Become a Teacher? Typology of Student-Teachers' Commitment to Teaching

ERIC Educational Resources Information Center

Moses, Ikupa; Berry, Amanda; Saab, Nadira; Admiraal, Wilfried

2017-01-01

Understanding student-teachers' decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers'…

Rewarding Teachers without Pay Increases.

ERIC Educational Resources Information Center

Hayden, Gary

1993-01-01

Today's educational institutions should establish a system of intrinsic rewards for teachers and other staff. This article reviews research on intrinsic motivators, including Deming's total quality concepts, and recommends providing teachers with more individualized instruction, reorganizing faculty supervision practices, giving teachers greater…

Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction.

PubMed

Stearns, Elizabeth; Banerjee, Neena; Mickelson, Roslyn; Moller, Stephanie

2014-05-01

Teacher job satisfaction is critical to schools' successful functioning. Using a representative sample of kindergarten teachers from the Early Childhood Longitudinal Study, we investigate the association among professional learning community and teacher collaboration, teacher ethno-racial group, teacher-student ethno-racial mismatch, and teacher job satisfaction. We find that White teachers are significantly less satisfied than African-American and Latino teachers, especially when they teach in majority non-White classrooms. However, the existence of a professional community moderates the negative influence of teacher-student ethno-racial mismatch on White teachers' job satisfaction. In effect, strong professional communities serve as a cushion to bolster teacher job satisfaction. Copyright © 2014 Elsevier Inc. All rights reserved.

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…

From Teacher Candidates to ESL Ambassadors in Teacher Education

ERIC Educational Resources Information Center

Schmidt, Clea

2005-01-01

This paper analyzes the process and impact of a pre-service teacher education course assignment that engaged teacher candidates in developing and delivering an ESL professional development night for faculty colleagues and teachers from the field. The night involved a reader's theatre performance and follow-up discussion of Tara Goldstein's (2003)…

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…

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…

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…

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…

A Structured Professional Development Approach to Unit Study: The Experiences of 200 Teachers in a National Teacher Development Project.

ERIC Educational Resources Information Center

McColskey, Wendy; Parke, Helen; Furtak, Erin; Butler, Susan

This article addresses what was learned through the National Computational Science Leadership Program about involving teachers in planning high quality units of instruction around computational science investigations. Two cohorts of roughly 25 teacher teams nationwide were given opportunities to develop "replacement units." The goal was to support…

Revamping Teacher Evaluation

ERIC Educational Resources Information Center

Zatynski, Mandy

2012-01-01

In the past two years, as concerns over teacher quality have swelled, teacher evaluation has emerged as a crucial tool for principals and other administrators to improve instructor performance. More states are seeking federal waivers to the stringent benchmarks of No Child Left Behind; others are vying for Race to the Top funds. Both require…