Looking for Agreement among Criteria Used to Determine Teacher Effectiveness in Two Different Evaluation Models

ERIC Educational Resources Information Center

McGair, Charles D.

2012-01-01

Many theories, methods, and practices are utilized to evaluate teachers with the intention of determining teacher effectiveness to better inform decisions about retention, tenure, certification and performance-based pay. In the 21st century there has been a renewed emphasis on teacher evaluation in public schools, largely due to federal "Race…

Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?

PubMed

Cuevas, Ricardo; Ntoumanis, Nikos; Fernandez-Bustos, Juan G; Bartholomew, Kimberley

2018-06-01

This study tests an explanatory model based on self-determination theory, which posits that pressure experienced by teachers when they are evaluated based on their students' academic performance will differentially predict teacher adaptive and maladaptive motivation, well-being, and ill-being. A total of 360 Spanish physical education teachers completed a multi-scale inventory. We found support for a structural equation model that showed that perceived pressure predicted teacher autonomous motivation negatively, predicted amotivation positively, and was unrelated to controlled motivation. In addition, autonomous motivation predicted vitality positively and exhaustion negatively, whereas controlled motivation and amotivation predicted vitality negatively and exhaustion positively. Amotivation significantly mediated the relation between pressure and vitality and between pressure and exhaustion. The results underline the potential negative impact of pressure felt by teachers due to this type of evaluation on teacher motivation and psychological health. Copyright © 2018 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?

ERIC Educational Resources Information Center

Steinberg, Matthew P.; Garrett, Rachel

2016-01-01

As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based.…

Measuring teacher effectiveness in physical education.

PubMed

Rink, Judith E

2013-12-01

This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance scores as well as establishing a comprehensive evaluation program are explored with supportive evidence that some level of accountability is necessary in our field to make significant change.

Performance-Based Compensation: Focus on Special Education Teachers. inForum

ERIC Educational Resources Information Center

Burdette, Paula

2011-01-01

The purpose of this document is to describe states' work in the area of performance-based compensation with a focus on special educators, including how teacher evaluation informs compensation decisions, support given to local education agencies (LEAs), variables used to make compensation decisions and how performance-based compensation is funded.…

Evaluating Tasks for Performance-Based Assessments: Advice for Music Teachers

ERIC Educational Resources Information Center

Scott, Sheila

2004-01-01

Performance-based assessments allow teachers to systematically observe skills used or demonstrated by students when they create a product, construct a response, or make a presentation (McMillan 2001). These assessments are grounded in performance-based tasks that elicit students' responses in relation to the outcomes of instruction. The criteria…

Managing Performance Evaluation Uncertainties in Schools: When Teachers Become Struggling Performers

ERIC Educational Resources Information Center

Englund, Hans; Frostenson, Magnus

2017-01-01

Performative technologies are increasingly relied upon as a means of controlling the work of teachers. As noted in the literature, one possible outcome of this trend is the performer, a teacher identity that presupposes the internalization of, and adaptation to, a performative logic. Based on the findings from an empirical study of a Swedish upper…

Credentials versus Performance: Review of the Teacher Performance Pay Research

ERIC Educational Resources Information Center

Podgursky, Michael; Springer, Matthew G.

2007-01-01

In this article we examine the economic case for merit or performance-based pay for K-12 teachers. We review several areas of germane research. The direct evaluation literature on these incentive plans is slender; highly diverse in terms of methodology, targeted populations, and programs evaluated; and primarily focused on short-run motivational…

Pre-Service Identification of Talented Teachers through Non-Traditional Measures: A Study of the Role of Affective Variables as Predictors of Success in Student Teaching.

ERIC Educational Resources Information Center

Basom, Margaret; And Others

1994-01-01

Researchers examined relationships between the SRI Gallup Pre-Professional Teacher Interview and performance-based student teaching evaluations and between SRI Interview and California Student Achievement Test (CAT) scores. A relationship between SRI Interview scores and performance-based student teaching evaluations surfaces. CAT scores did not…

Reflectivity and Teaching Performance of Novice Teachers: Three Years of Investigation

ERIC Educational Resources Information Center

Pultorak, Edward; Barnes, Debbie

2009-01-01

The purpose of this 3-year investigation was to determine if a relationship exists between teacher reflectivity and the classroom performance of novice teachers when final evaluations are aligned with national standards. This study included 98 novice teachers enrolled in their final field-based teaching experience. Participants reflected over two…

The Influence of Test-Based Accountability Policies on Early Elementary Teachers: School Climate, Environmental Stress, and Teacher Stress

ERIC Educational Resources Information Center

Saeki, Elina; Segool, Natasha; Pendergast, Laura; von der Embse, Nathaniel

2018-01-01

This study examined the potential influence of test-based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high-stakes tests to evaluate teachers…

Teacher Responses to Pay-for-Performance Policies: Survey Results from Four High-Poverty, Urban School Districts

ERIC Educational Resources Information Center

Wells, John

2011-01-01

Policymakers are increasingly adopting "pay-for-performance" policies in which teachers are compensated based on their performance as measured by classroom evaluations and/or student achievement test results. Prior research has produced largely inconclusive findings concerning support among teachers for these policies and their effects…

Making Performance-Based Evaluation Work for You: A Recipe for Personal Learning

ERIC Educational Resources Information Center

Church, Audrey

2012-01-01

Teacher observation and teacher evaluation are a given in American schools, and Charlotte Danielson's work in teacher effectiveness and professional practice has guided evaluation efforts for many years. There is a new, big kid in town, however. As Race to the Top requires documentation of student growth, and research shows that teacher…

Evaluating Prospective Teachers: Testing the Predictive Validity of the EdTPA

ERIC Educational Resources Information Center

Goldhaber, Dan; Cowan, James; Theobald, Roddy

2017-01-01

We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly…

Development of a Goal Setting Process and Instrumentation for Teachers and Principals.

ERIC Educational Resources Information Center

Minix, Nancy; And Others

A pilot program, the Career Ladder Plan, was developed in Kentucky to evaluate a teacher's performance in terms of professional growth and development and professional leadership/initiative based on that teacher's performance on a setting/goal attainment process. Goals jointly selected by the teacher and his/her principal must contribute to school…

Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. Working Paper 157

ERIC Educational Resources Information Center

Goldhaber, Dan; Cowan, James; Theobald, Roddy

2016-01-01

We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly…

Complex Teacher Evaluation Systems Can Produce Negative Perceptions

ERIC Educational Resources Information Center

Schumacher, Gary

2010-01-01

The purpose of this study was to determine teacher perceptions of the impact on instructional practice when using a complex, standards-based performance evaluation system. The study used expectancy theory to investigate teacher expectancy (did they believe they could enhance their practice to the identified program standards?), instrumentality…

Feedback-giving behaviour in performance evaluations during clinical clerkships.

PubMed

Bok, Harold G J; Jaarsma, Debbie A D C; Spruijt, Annemarie; Van Beukelen, Peter; Van Der Vleuten, Cees P M; Teunissen, Pim W

2016-01-01

Narrative feedback documented in performance evaluations by the teacher, i.e. the clinical supervisor, is generally accepted to be essential for workplace learning. Many studies have examined factors of influence on the usage of mini-clinical evaluation exercise (mini-CEX) instruments and provision of feedback, but little is known about how these factors influence teachers' feedback-giving behaviour. In this study, we investigated teachers' use of mini-CEX in performance evaluations to provide narrative feedback in undergraduate clinical training. We designed an exploratory qualitative study using an interpretive approach. Focusing on the usage of mini-CEX instruments in clinical training, we conducted semi-structured interviews to explore teachers' perceptions. Between February and June 2013, we conducted interviews with 14 clinicians participated as teachers during undergraduate clinical clerkships. Informed by concepts from the literature, we coded interview transcripts and iteratively reduced and displayed data using template analysis. We identified three main themes of interrelated factors that influenced teachers' practice with regard to mini-CEX instruments: teacher-related factors; teacher-student interaction-related factors, and teacher-context interaction-related factors. Four issues (direct observation, relationship between teacher and student, verbal versus written feedback, formative versus summative purposes) that are pertinent to workplace-based performance evaluations were presented to clarify how different factors interact with each other and influence teachers' feedback-giving behaviour. Embedding performance observation in clinical practice and establishing trustworthy teacher-student relationships in more longitudinal clinical clerkships were considered important in creating a learning environment that supports and facilitates the feedback exchange. Teachers' feedback-giving behaviour within the clinical context results from the interaction between personal, interpersonal and contextual factors. Increasing insight into how teachers use mini-CEX instruments in daily practice may offer strategies for creating a professional learning culture in which feedback giving and seeking would be enhanced.

Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. CEDR Working Paper. WP #2016-2.2

ERIC Educational Resources Information Center

Goldhaber, Dan; Cowan, James; Theobald, Roddy

2016-01-01

We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly…

Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. CEDR Working Paper. WP #2016-7

ERIC Educational Resources Information Center

Goldhaber, Dan; Cowan, James; Theobald, Roddy

2016-01-01

We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly…

The Impact of Performance Ratings on Job Satisfaction for Public School Teachers

ERIC Educational Resources Information Center

Koedel, Cory; Li, Jiaxi; Springer, Matthew G.; Tan, Li

2017-01-01

Spurred by the federal Race to the Top competition, the state of Tennessee implemented a comprehensive statewide educator evaluation system in 2011. The new system is designed to increase the rigor of evaluations and better differentiate teachers based on performance. The use of more differentiated ratings represents a significant shift in…

Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year. NCEE 2014-4019

ERIC Educational Resources Information Center

Max, Jeffrey; Constantine, Jill; Wellington, Alison; Hallgren, Kristin; Glazerman, Steven; Chiang, Hanley; Speroni, Cecilia

2014-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…

Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years. NCEE 2015-4020

ERIC Educational Resources Information Center

Chiang, Hanley; Wellington, Alison; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Glazerman, Steven; Constantine, Jill

2015-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…

Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students

ERIC Educational Resources Information Center

Garrett, Rachel; Steinberg, Matthew P.

2015-01-01

Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…

Neither Fair nor Accurate: Research-Based Reasons Why High-Stakes Tests Should Not Be Used to Evaluate Teachers

ERIC Educational Resources Information Center

Au, Wayne

2011-01-01

Current and former leaders of many major urban school districts, including Washington, D.C.'s Michelle Rhee and New Orleans' Paul Vallas, have sought to use tests to evaluate teachers. In fact, the use of high-stakes standardized tests to evaluate teacher performance in the manner of value-added measurement (VAM) has become one of the cornerstones…

Impacts of Performance Pay under the Teacher Incentive Fund: Study Design Report

ERIC Educational Resources Information Center

Glazerman, Steven; Chiang, Hanley; Wellington, Alison; Constantine, Jill; Player, Dan

2011-01-01

The body of research on the design, implementation, and effects of performance-based compensation systems has influenced the design and evaluation of the 2010 Teacher Incentive Fund (TIF) grants. In the sections presented here, the authors describe the key components of 2010 TIF grants and the conceptual framework for the evaluation. The remainder…

Findings and Preliminary Recommendations from the Michigan State and Indiana University Research Study of Value-Added Models to Evaluate Teacher Performance

ERIC Educational Resources Information Center

Guarino, Cassandra M.

2013-01-01

The push for accountability in public schooling has extended to the measurement of teacher performance, accelerated by federal efforts through Race to the Top. Currently, a large number of states and districts across the country are computing measures of teacher performance based on the standardized test scores of their students and using them in…

Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance across Four Years: Executive Summary. NCEE 2018-4005

ERIC Educational Resources Information Center

Chiang, Hanley; Speroni, Cecilia; Herrmann, Mariesa; Hallgren, Kristin; Burkander, Paul; Wellington, Alison

2017-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…

Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance across Four Years. NCEE 2018-4004

ERIC Educational Resources Information Center

Chiang, Hanley; Speroni, Cecilia; Herrmann, Mariesa; Hallgren, Kristin; Burkander, Paul; Wellington, Alison

2017-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…

Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year. Executive Summary. NCEE 2014-4020

ERIC Educational Resources Information Center

Max, Jeffrey; Constantine, Jill; Wellington, Alison; Hallgren, Kristin; Glazerman, Steven; Chiang, Hanley; Speroni, Cecilia

2014-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…

Teacher Performance and Student Learning: Linking Evidence from Two National Assessment Programmes

ERIC Educational Resources Information Center

Taut, Sandy; Valencia, Edgar; Palacios, Diego; Santelices, Maria V.; Jiménez, Daniela; Manzi, Jorge

2016-01-01

This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and…

Measuring Teacher Effectiveness in Physical Education

ERIC Educational Resources Information Center

Rink, Judith E.

2013-01-01

This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance…

Students Improve Even amid Evaluation Controversy

ERIC Educational Resources Information Center

Cronin, John; Jensen, Nate; Wise, Steve

2016-01-01

In 2012, New York education officials and the state's teachers union announced one of the nation's most aggressive programs for teacher and principal evaluation--the Annual Professional Performance Review system (APPR)--which required that 40% of an educator's evaluation be based on student growth, using a combination of the state assessment and…

A Grounded Theory Exploration of the North Carolina Educator Evaluation System and Its Effects on Teaching Practices and Teacher Leadership

ERIC Educational Resources Information Center

Wydo, Daniel A.

2016-01-01

This study examined the effects of the recently implemented North Carolina Educator Evaluator System (NCEES) on teaching practices and teacher leadership in a mostly rural county in the Piedmont region of North Carolina. NCEES is designed to improve teaching practices and teacher leadership through performance-based standards. This…

Arts Teacher Evaluation: How Did We Get Here?

ERIC Educational Resources Information Center

Shaw, Ryan D.

2016-01-01

Arts educators recently have found themselves in unfamiliar and sometimes-frustrating situations regarding their performance evaluations. The push for value-added models, effectiveness ratings based on schoolwide test score averages, portfolios, student learning objectives, and other measures of teacher effectiveness has dramatically changed arts…

The Relationship between Emotional Intelligence and Student Teacher Performance

ERIC Educational Resources Information Center

Drew, Todd L.

2006-01-01

The purpose of this mixed methods study (N = 40) was to determine whether Student Teacher Performance (STP), as measured by a behavior-based performance evaluation process, is associated with Emotional Intelligence (EI), as measured by a personality assessment instrument. The study is an important contribution to the literature in that it appears…

Teacher Identity and Agency in an Era of Accountability

ERIC Educational Resources Information Center

Buchanan, Rebecca

2015-01-01

The current zeitgeist in education in the USA emphasizes accountability for schools, students, and teachers, based on performance that can be easily quantified. Within this, current debates involving who should be teaching, what a good teacher looks like, and how best to evaluate and reward teachers are actually debates about the teaching…

The Impacts of the Annual Professional Performance Review in New York State: Science Teachers' and Administrators' Perspectives

NASA Astrophysics Data System (ADS)

Mintz, Jessica A.

The goal of this study was to investigate New York State’s Annual Professional Performance Review (APPR) from the perspectives of secondary science teachers and their administrators. Examining their perceptions through interviews was insightful due to the subjects’ proximity to the teaching and learning processes. Five science teacher/administrator pairs from selected school districts were interviewed; all had varied ranges of experience and content certifications. The study also investigated the unintended consequences the teachers and administrators experienced using the APPR system. This phenomenological research study lays the groundwork for making policy recommendations for science teacher evaluations. The goal was to examine teacher and administrator perceptions, the clarity and practicality of teacher evaluation reforms, as well as how motivational theory might incentivize teacher change through future reform efforts. Provisional coding was used in this study based upon prior research. The list of codes was generated using motivational theories applied to the design of teacher evaluation policy and reform implementation constructs. Although the science teachers agreed with the importance of being evaluated, they generally viewed aspects of the process of quantifying their effectiveness as unclear, unfair, and flawed. The science teachers indicated that student variations in ability and performance were not considered when APPR was established. The science teachers recommended that the focus of teacher evaluations should be on content specific professional development. They proposed the establishment of peer review systems, teacher collaboration networks, and self-reflection documentation as means to improve their science teaching practices. The administrators agreed that accountability was important, however, holding individual teachers accountable for student outcomes was not reliably measured through the APPR process. They recommended other forms of evaluative measures that would focus on professional development instead of an evaluative effectiveness score. Their recommendations involved. creating more time for science administrators to be teacher leaders rather than evaluators. The administrators proposed three main recommendations: 1) decreasing the number of formal observations and replacing them with frequent informal classroom visits; 2) peer-peer observations utilizing instructional rounds; and 3) educator involvement in the creation of improved science teacher evaluation, with implicit trust in the administrators to exert local control.

Putting the Value in Teacher Evaluation

ERIC Educational Resources Information Center

Culbertson, Jason

2012-01-01

Managed and supported by the National Institute for Excellence in Teaching (NIET), TAP: The System for Teacher and Student Advancement was introduced in 1999 to attract, motivate, and retain talent in teaching by providing opportunities for career advancement, professional development, evaluation, and performance-based compensation. Each of TAP's…

Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. NCEE 2016-4004

ERIC Educational Resources Information Center

Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul

2016-01-01

Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of…

Mining Formative Evaluation Rules Using Web-Based Learning Portfolios for Web-Based Learning Systems

ERIC Educational Resources Information Center

Chen, Chih-Ming; Hong, Chin-Ming; Chen, Shyuan-Yi; Liu, Chao-Yu

2006-01-01

Learning performance assessment aims to evaluate what knowledge learners have acquired from teaching activities. Objective technical measures of learning performance are difficult to develop, but are extremely important for both teachers and learners. Learning performance assessment using learning portfolios or web server log data is becoming an…

Strategic Pay Reform: A Student Outcomes-Based Evaluation of Denver's ProComp Teacher Pay Initiative

ERIC Educational Resources Information Center

Goldhaber, Dan; Walch, Joe

2012-01-01

Denver Public Schools utilizes one of the nation's highest profile alternative teacher compensation systems, and a key element of Denver's Professional Compensation System for Teachers (ProComp) is pay for performance. This study analyzes the student achievement implications of ProComp utilizing matched student- and teacher-level data from 2003 to…

Japan's Teachers Earn Tenure on Day One

ERIC Educational Resources Information Center

Ahn, Ruth; Asanuma, Shigeru; Mori, Hisayoshi

2016-01-01

Teachers in Japan earn tenure on their first day of employment--not after two years of experience based on evaluations of teaching performance or student test scores. This is almost too good to be true. If tenure is so easy to attain, how do the Japanese make sure their teachers, especially novice teachers hired with little teaching experience,…

Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. Executive Summary. NCEE 2016-4005

ERIC Educational Resources Information Center

Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul

2016-01-01

Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of…

Agribusiness Management. Competency Based Education Curriculum. Teacher's Guide.

ERIC Educational Resources Information Center

Long, Diana

This publication is the Teacher's Guide for the competency based curriculum in agribusiness management for high school students in West Virginia. The purpose of the competency based education curriculum is to provide a set of West Virginia-validated agribusiness tasks, along with the steps needed to perform each task, the evaluation standards, and…

A Closer Look: Teacher Evaluations and Tenure Decisions

ERIC Educational Resources Information Center

Thomsen, Jennifer

2014-01-01

Teacher performance, as measured by evaluations, is increasingly being considered by states in employment decisions, including the awarding of tenure--and the removal of that status, according to a 50-state policy review by the Education Commission of the States (ECS). This report, one of three based on ECS' 2014 review, identifies the states…

Using Competency-Based Evaluation to Drive Teacher Excellence: Lessons from Singapore. Building an Opportunity Culture for America's Teachers

ERIC Educational Resources Information Center

Steiner, Lucy

2010-01-01

The United States' education system needs to take its critical next step: fairly and accurately measuring teacher performance. Successful reforms to teacher pay, career advancement, professional development, retention, and other human capital systems that lead to better student outcomes depend on it. Where can the U.S. find the best-practice…

An Evaluation of the Evidence Base for Performance Feedback to Improve Teacher Praise Using CEC's Quality Indicators

ERIC Educational Resources Information Center

Sweigart, Chris A.; Collins, Lauren W.; Evanovich, Lauren L.; Cook, Sara Cothren

2016-01-01

Despite a rich body of empirical evidence that supports the use of teacher praise to improve student outcomes, it continues to be underused in practice. One method of ameliorating this problem is the use of performance feedback. Although some studies have indicated that the use of performance feedback is an effective approach for increasing…

Medical students' clinical performance in general practice - Triangulating assessments from patients, teachers and students.

PubMed

Braend, Anja Maria; Gran, Sarah Frandsen; Frich, Jan C; Lindbaek, Morten

2010-01-01

Formative assessment of medical students' clinical performance during general practice clerkship is necessary to learn consultation skills. Our aim was to triangulate feedback using patient questionnaires, written self-assessment and teachers' observation-based assessment, and to describe the content of this feedback. We developed StudentPEP, a 15-item version of EUROPEP, a tool for measuring patients' evaluation of quality in general practice. The teacher and student forms consisted of five StudentPEP-items and open-ended questions asking for approval and improvement needed on four aspects. Quantitative scores were analyzed statistically. Free-text comments were analyzed and categorized into 'specific and concrete' versus 'general and unspecific'. One hundred seventy-three students returned data from 2643 consultations. Mean patients' scores for 15 items were 4.3-4.8 on a five-point Likert scale. Mean teacher scores were 4.4 on five items, while students' mean self-assessments were 3.6-3.8. In an analysis of 380 consultations, students were more specific and concrete in their self-evaluation compared with teachers (p < 0.01). Patients scored students' performance high compared with students' self-assessments. Teachers' scores were in accordance with patients' scores. Teachers' written evaluations of students were often general. There is a potential for improving teachers' feedback in terms of more specific and concrete comments.

Teacher Evaluation in China: Latest Trends and Future Directions

ERIC Educational Resources Information Center

Liu, Shujie; Zhao, Decheng

2013-01-01

With the implementation of teacher performance pay in 2009 in China, teacher performance evaluation has become a heated topic. This research study follows up on two previous studies of teacher evaluation in China and continues the dialog by analyzing the latest trends in the context of teacher performance pay. There were two sources of information…

"Met" Made Simple: Building Research-Based Teacher Evaluations. Issue Analysis Report

ERIC Educational Resources Information Center

New Teacher Project, 2012

2012-01-01

Groundbreaking new findings from the Bill and Melinda Gates Foundation's Measures of Effective Teaching (MET) project hold the potential to answer crucial questions about how to assess teachers' performance. For the past two years, MET researchers have conducted a research project of unprecedented scope, involving 3,000 teachers in six school…

Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers' supervisory skills during clinical rotations.

PubMed

Boerboom, T B B; Dolmans, D H J M; Jaarsma, A D C; Muijtjens, A M M; Van Beukelen, P; Scherpbier, A J J A

2011-01-01

Feedback to aid teachers in improving their teaching requires validated evaluation instruments. When implementing an evaluation instrument in a different context, it is important to collect validity evidence from multiple sources. We examined the validity and reliability of the Maastricht Clinical Teaching Questionnaire (MCTQ) as an instrument to evaluate individual clinical teachers during short clinical rotations in veterinary education. We examined four sources of validity evidence: (1) Content was examined based on theory of effective learning. (2) Response process was explored in a pilot study. (3) Internal structure was assessed by confirmatory factor analysis using 1086 student evaluations and reliability was examined utilizing generalizability analysis. (4) Relations with other relevant variables were examined by comparing factor scores with other outcomes. Content validity was supported by theory underlying the cognitive apprenticeship model on which the instrument is based. The pilot study resulted in an additional question about supervision time. A five-factor model showed a good fit with the data. Acceptable reliability was achievable with 10-12 questionnaires per teacher. Correlations between the factors and overall teacher judgement were strong. The MCTQ appears to be a valid and reliable instrument to evaluate clinical teachers' performance during short rotations.

Separating the Signal from the Noise: An Examination of Student and Teacher Scores Based on Student Learning Objectives (SLOs) in One State

ERIC Educational Resources Information Center

Buckley, Katie Hills

2015-01-01

Despite the prevalence of student learning objectives (SLOs) in teacher evaluation systems throughout the United States, research on the validity of student and teacher SLO scores used for high-stakes decisions is lacking. For this reason, this dissertation is comprised of two chapters that examine student and teacher-level SLO performance data…

Teacher Attitudes about Performance Incentives in Texas: Early Reactions to the GEEG Program. Research Brief

ERIC Educational Resources Information Center

National Center on Performance Incentives, 2008

2008-01-01

A recent report published by the National Center on Performance Incentives (NCPI) presents findings from the first-year evaluation of the Governor's Educator Excellence Grant (GEEG) program, one of several statewide educator incentive programs in Texas. Findings are based on surveys administered to GEEG teachers during the 2006-07 school year, the…

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

PubMed

Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

Theory and Practice on Teacher Performance Evaluation

ERIC Educational Resources Information Center

Yonghong, Cai; Chongde, Lin

2006-01-01

Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance…

Framework for Teacher Evaluation: Examining the Relationship between Teacher Performance and Student Achievement

ERIC Educational Resources Information Center

Parker, Neelie B.

2017-01-01

This action research study examined the relationship between teacher performance and student achievement in reading language arts and mathematics. The study sought to determine if teacher evaluation methods used to determine teacher performance, had a relationship in improving student achievement. The researcher investigated the topic using…

Chinese Middle School Teachers' Preferences Regarding Performance Evaluation Measures

ERIC Educational Resources Information Center

Liu, Shujie; Xu, Xianxuan; Stronge, James H.

2016-01-01

Teacher performance evaluation currently is receiving unprecedented attention from policy makers, scholars, and practitioners worldwide. This study is one of the few studies of teacher perceptions regarding teacher performance measures that focus on China. We employed a quantitative dominant mixed research design to investigate Chinese teachers'…

Perception and Practice: The Impact of Teachers' Scoring Experience on Performance-Based Instruction and Classroom Assessment.

ERIC Educational Resources Information Center

Goldberg, Gail Lynn; Roswell, Barbara Sherr

Teachers' reactions to the administration and scoring of the Maryland School Performance Assessment Program tests (MSPAP) were studied, focusing on their direct and indirect exposure to tasks and evaluative criteria through the experience of scoring the MSPAP. Since its inception in 1991, the MSPAP has been scored in-state by certified teachers…

Median Growth Percentiles (MGPs): Assessment of Intertemporal Stability and Correlations with Observational Scores

ERIC Educational Resources Information Center

Pivovarova, Margarita; Amrein-Beardsley, Audrey

2018-01-01

While states are no longer required to set up teacher evaluation systems based in significant part on student test scores, quite a few continue to use value-added (VAMs) or student growth percentile (SGP) models for that purpose. In this study, we analyzed three years of teacher data to illustrate the performance of teachers' median growth…

Assessing Performance and Consequence Competence in a Technology-Based Professional Development for Agricultural Science Teachers: An Evaluation of the Lincoln Electric Welding Technology Workshop

ERIC Educational Resources Information Center

Saucier, P. Ryan; McKim, Billy R.; Muller, Joe E.; Kingman, Douglas M.

2014-01-01

Professional development education for teachers is essential to improving teacher retention, program relevance and effectiveness, and the preparation of fully qualified and highly motivated career and technology educators at all career stages (Doerfert, 2011; Lambeth, Elliot, & Joerger, 2008). Furthermore, it is necessary to link industry…

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 ongoing, it should be possible to make progress gradually in developing incentives that motivate the desired teaching behaviors and that will be perceived by teachers as fair and accurate.

Effect of Leadership Styles of School Administrators on Teacher Evaluation of Their Job Performance.

ERIC Educational Resources Information Center

Ogletree, Earl J.; Thomas, Vernadine

The effect of leadership styles of school administrators on teacher evaluations of their job performances is examined in this paper. A secondary focus is a comparison of teacher characteristics and their effects on administrator evaluation. A principal evaluation survey was administered to 120 Chicago public and nonpublic school teachers,…

Access to Teacher Evaluations Divides Advocates

ERIC Educational Resources Information Center

Sawchuk, Stephen

2012-01-01

As the movement to overhaul teacher evaluation marches onward, an emerging question is splitting the swath of advocates who support the new tools used to gauge teacher performance: Who should get access to the resulting information? Supporters of typing teacher evaluations to student performance differ over whether individuals' results should be…

Teachers' Perceptions of Evaluation and Teachers' Sense of Self-Efficacy in High-Performing High Schools

ERIC Educational Resources Information Center

McCall, James P.

2011-01-01

The evaluation, improvement, and accountability of teachers has been the topic of the nation throughout the era of No Child Left Behind. Where some critics point to a business model of measuring outputs (i.e., student achievement scores on standardized tests) to evaluate teacher performance, others will advocate for a fair evaluation system that…

Performance-Based Assessment Resource Guide.

ERIC Educational Resources Information Center

Gilbert, Judith C.; Burger, Patricia

This resource guide reviews a variety of performance-based student assessment strategies, and provides examples of, and references for, the strategies. Strategies include anecdotal records, interviews, peer report and group evaluations, and portfolios. Materials in the guide include: (1) a resource guide update form for teachers; (2) department…

The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior

PubMed Central

Reinke, Wendy M.; Lewis-Palmer, Teri; Merrell, Kenneth

2008-01-01

School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-up (CCU) was developed as a classwide consultation model to address the need for classroom level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the CCU and Visual Performance Feedback on teacher and student behavior. Results indicated that implementation of the CCU plus Visual Performance Feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change. PMID:19122805

Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

NASA Astrophysics Data System (ADS)

Rhee, Hyang-yon; Choi, Kyunghee

2014-05-01

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.

Staff Reductions and Performance Evaluations: Teacher Views on the Roles of Administrators and Colleagues.

ERIC Educational Resources Information Center

Phelan, William T.

As part of an ongoing three-year investigation into the effects of declining enrollment and reduction in force (RIF) on teachers, this paper explores: (1) teacher acceptance of exclusive administrative control over performance evaluations, and (2) teacher preferences for colleague input into the evaluation process. A sample of 85 schools was drawn…

Teacher Evaluation: Organizational Maintenance Versus Stimulation of Improved Teaching Performance. The New Mexico Principalship Study.

ERIC Educational Resources Information Center

Wood, Carolyn J.; Pohland, Paul A.

Teacher evaluation procedures appear to focus on organizational maintenance aspects more heavily than on helping teachers improve their teaching performance. This conclusion was reached after a content analysis of teacher evaluation instruments used in New Mexico schools. Items focusing on the instructional role constituted only 28% of the items…

Teacher Perspectives of the Use of Student Performance Data in Teacher Evaluations

ERIC Educational Resources Information Center

Hopkins, Paul Thomas

2013-01-01

The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation (JCSEE) served as a framework for the study. An online survey was deployed…

Race to the Paycheck: Merit Pay and Theories of Teacher Motivation

ERIC Educational Resources Information Center

Horne, Jason; Foley, Virginia P.; Flora, Bethany H.

2014-01-01

Recent reforms in teacher evaluation tie these evaluations to student performance as measured by test scores and merit pay has been offered as a way to reward high test scores and improve teacher performance. Thus, the federal Race to the Top program has led several states toward teacher evaluation instruments that incorporate outcome data in the…

From Data to Bonuses: A Case Study of the Issues Related to Awarding Teachers Pay on the Basis of Their Students' Progress. Working Paper 2008-14

ERIC Educational Resources Information Center

McCaffrey, Daniel F.; Han, Bing; Lockwood, J. R.

2008-01-01

A key component to the new wave of performance-based pay initiatives is the use of student achievement data to evaluate teacher performance. As greater amounts of student achievement data are being collected, researchers have been developing and applying innovative statistical and econometric models to longitudinal data to develop measures of an…

Development and validation of a Clinical Assessment Tool for Nursing Education (CAT-NE).

PubMed

Skúladóttir, Hafdís; Svavarsdóttir, Margrét Hrönn

2016-09-01

The aim of this study was to develop a valid assessment tool to guide clinical education and evaluate students' performance in clinical nursing education. The development of the Clinical Assessment Tool for Nursing Education (CAT-NE) was based on the theory of nursing as professional caring and the Bologna learning outcomes. Benson and Clark's four steps of instrument development and validation guided the development and assessment of the tool. A mixed-methods approach with individual structured cognitive interviewing and quantitative assessments was used to validate the tool. Supervisory teachers, a pedagogical consultant, clinical expert teachers, clinical teachers, and nursing students at the University of Akureyri in Iceland participated in the process. This assessment tool is valid to assess the clinical performance of nursing students; it consists of rubrics that list the criteria for the students' expected performance. According to the students and their clinical teachers, the assessment tool clarified learning objectives, enhanced the focus of the assessment process, and made evaluation more objective. Training clinical teachers on how to assess students' performances in clinical studies and use the tool enhanced the quality of clinical assessment in nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Assessing Principals' Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High- Stakes Environments

ERIC Educational Resources Information Center

Grissom, Jason A.; Loeb, Susanna

2017-01-01

Teacher effectiveness varies substantially, yet principals' evaluations of teachers often fail to differentiate performance among teachers. We offer new evidence on principals' subjective evaluations of their teachers' effectiveness using two sources of data from a large, urban district: principals' high-stakes personnel evaluations of teachers,…

Evaluating the Use of Instructional Coaching as a Tool to Improve Teacher Instructional Strategies at a Title 1 Middle School: An Action Research Study

ERIC Educational Resources Information Center

Learmond, Karen W.

2017-01-01

This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The…

Designing and evaluating a STEM teacher learning opportunity in the research university.

PubMed

Hardré, Patricia L; Ling, Chen; Shehab, Randa L; Herron, Jason; Nanny, Mark A; Nollert, Matthias U; Refai, Hazem; Ramseyer, Christopher; Wollega, Ebisa D

2014-04-01

This study examines the design and evaluation strategies for a year-long teacher learning and development experience, including their effectiveness, efficiency and recommendations for strategic redesign. Design characteristics include programmatic features and outcomes: cognitive, affective and motivational processes; interpersonal and social development; and performance activities. Program participants were secondary math and science teachers, partnered with engineering faculty mentors, in a research university-based education and support program. Data from multiple sources demonstrated strengths and weaknesses in design of the program's learning environment, including: face-to-face and via digital tools; on-site and distance community interactions; and strategic evaluation tools and systems. Implications are considered for the strategic design and evaluation of similar grant-funded research experiences intended to support teacher learning, development and transfer. Copyright © 2013 Elsevier Ltd. All rights reserved.

Classroom Performance Evaluation: Stages and Perspectives for Professional Development of Secondary Teachers in Vietnam

ERIC Educational Resources Information Center

Pham, Huy Q.; Roberts, Stacey B.

2012-01-01

This study examined classroom performance evaluation of secondary teachers in Vietnam. Specially, it sought to determine the possibility of applying supervision into the evaluation for teaching development. Data were collected from interviews with 34 (n=34) participants: ten evaluators and 24 teachers in different school contexts: rural areas,…

The Performance Cycle: The Association between Student Achievement and State Policies Tying Together Teacher Performance, Student Achievement, and Accountability

ERIC Educational Resources Information Center

Alexander, Nicola A.; Jang, Sung Tae; Kankane, Shipi

2017-01-01

This article explores the associations between student performance and the presence of state policies that include student achievement in teacher evaluations. We examined performance among states from 2007 through 2013. Including student performance in state teacher evaluation policies is modestly associated with higher reading achievement but had…

OPASS: An Online Portfolio Assessment and Diagnosis Scheme to Support Web-Based Scientific Inquiry Experiments

ERIC Educational Resources Information Center

Su, Jun-Ming; Lin, Huan-Yu; Tseng, Shian-Shyong; Lu, Chia-Jung

2011-01-01

Promoting the development of students' scientific inquiry capabilities is a major learning objective in science education. As a result, teachers require effective assessment approaches to evaluate students' scientific inquiry-related performance. Teachers must also be able to offer appropriate supplementary instructions, as needed, to students.…

Using Evidence-Based Practices to Teach Writing to Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Asaro-Saddler, Kristie

2016-01-01

Writing is a powerful tool that can be used for multiple purposes. Students demonstrate their knowledge through writing, and it is the primary means by which teachers evaluate their students' performance. Despite its importance, many students, including those with autism spectrum disorders (ASD), struggle with writing. Teachers, often unaware of…

Teacher Performance Evaluation: A Stressful Experience from a Private Secondary School

ERIC Educational Resources Information Center

Collins, Ayse Bas

2004-01-01

The study examines aspects of centralized and school-based supervision (SBS) as carried out at a private secondary school. Data were gathered from administrators, teachers and students through interviews, critical incidents and pertinent documentation. The study points out that a combination of the two supervision systems offers benefits that a…

Legal Aspects of Evaluating Teacher Performance.

ERIC Educational Resources Information Center

Beckham, Joseph C.

Chapter 14 in a book on school law concerns the legal aspects of evaluating teacher performance. Careful analysis of recent decisions makes it clear the courts will compel uniform standards and unprecedented rigor in teacher evaluation practices. Particularly in the consideration of equitable standards, state and federal courts are relying on…

The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers

NASA Astrophysics Data System (ADS)

James, Mark Charles

Novice teachers with little prior knowledge of science concepts often resort to teaching science as a litany of jargon and definitions. The primary objective of this study was to establish the efficacy of analogy-based pedagogy on influencing the teaching performance of preservice elementary teachers, a group that has been identified for their particular difficulties in teaching science content. While numerous studies have focused on the efficacy of analogy-based instruction on the conceptual knowledge of learners, this was the first study to focus on the influence of analogy-based pedagogy instruction on the teaching performance of novice teachers. The study utilized a treatment/contrast group design where treatment and contrast groups were obtained from intact sections of a university course on methods of teaching science for preservice elementary education students. Preservice teachers in the treatment group were provided instruction in pedagogy that guided them in the generation of analogies to aid in the explanation phase of their learning cycle lessons. The process of generating and evaluating analogies for use in teaching was instrumental in focusing the preservice teachers' lesson planning efforts on critical attributes in target concepts, and away from misplaced concentrations on jargon and definitions. Teaching performance was primarily analyzed using coded indicants of Shulman's (1986) six stages of pedagogical reasoning ability. The primary data source was preservice teachers' work submitted for a major course assignment where the preservice teachers interviewed an elementary school student to gauge prior knowledge of Newtonian force concepts. The culmination of the semester-long assignment was the design of an individualized lesson that was presented by the preservice teachers to individual elementary school students. The results of this study strongly suggest that instruction in methods to include analogy-based pedagogy within a learning cycle lesson format can positively influence the pedagogical reasoning ability of some elementary preservice teachers. The study also provided insights into techniques that can be utilized to introduce analogy-based pedagogy to elementary preservice teachers.

Student Real-Time Visualization System in Classroom Using RFID Based on UTAUT Model

ERIC Educational Resources Information Center

Raja Yusof, Raja Jamilah; Qazi, Atika; Inayat, Irum

2017-01-01

Purpose: The purpose of this paper is to monitor in-class activities and the performance of the students. Design/methodology/approach: A pilot study was conducted to evaluate the proposed system using a questionnaire with 132 participants (teachers and non-teachers) in a presentation style to record the participant's perception about performance…

Development of a Base for the Re-evaluation of the Professional Segment of the Master of Science Degree Program in Industrial Education at the University of Wisconsin-Stout. Part IV: Frequency and Importance of Their Professional Tasks as Reported by Wisconsin Senior High School Industrial Education Teachers.

ERIC Educational Resources Information Center

Wright, Lawrence S.

This document presents data on the frequency with which senior high school industrial education teachers perform their professional tasks as reported by the teachers in a study during the 1971-72 academic year. Also presented are data which show the importance which these senior high school industrial education teachers attach to their…

Using Team-Based Learning to Teach Grade 7 Biology: Student Satisfaction and Improved Performance

ERIC Educational Resources Information Center

Jarjoura, Christiane; Tayeh, Paula Abou; Zgheib, Nathalie K.

2015-01-01

Team-based learning (TBL) is an innovative form of collaborative learning. The purpose of this study was to evaluate TBL's effect on the performance and satisfaction of grade 7 students in biology in a private school in Lebanon, as well as teachers' willingness to implement this new methodology. An exploratory study was performed whereby two…

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…

Long Live Love+: evaluation of the implementation of an online school-based sexuality education program in the Netherlands.

PubMed

van Lieshout, Sanne; Mevissen, Fraukje; de Waal, Esri; Kok, Gerjo

2017-06-01

Schools are a common setting for adolescents to receive health education, but implementation of these programs with high levels of completeness and fidelity is not self-evident. Programs that are only partially implemented (completeness) or not implemented as instructed (fidelity) are unlikely to be effective. Therefore, it is important to identify which determinants affect completeness and fidelity of program implementation. As part of the launch of Long Live Love+ (LLL+), an online school-based sexuality education program for adolescents aged 15-17, we performed a process evaluation among teachers and students to measure the levels of completeness and fidelity, identify factors influencing teachers' implementation, and to evaluate the students' response. Sixteen Biology teachers from nine secondary schools throughout the Netherlands who implemented LLL+ were interviewed and 60 students participated in 13 focus group discussions. Results showed that teachers' completeness ranged between 22-100% (M = 75%). Fidelity was high, but many teachers added elements. Teachers and students enjoyed LLL+, particularly the diversity in the exercises and its interactive character. The most important factors that influenced implementation were time and organizational constraints, lack of awareness on the impact of completeness and fidelity, and student response. These factors should be taken into account when developing school-based prevention programs. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Examining Teacher Evaluation Validity and Leadership Decision Making within a Standards-Based Evaluation System

ERIC Educational Resources Information Center

Kimball, Steven M.; Milanowski, Anthony

2009-01-01

Purpose: The article reports on a study of school leader decision making that examined variation in the validity of teacher evaluation ratings in a school district that has implemented a standards-based teacher evaluation system. Research Methods: Applying mixed methods, the study used teacher evaluation ratings and value-added student achievement…

An AHP-based evaluation method for teacher training workshop on information and communication technology.

PubMed

Lucas, Rochelle Irene; Promentilla, Michael Angelo; Ubando, Aristotle; Tan, Raymond Girard; Aviso, Kathleen; Yu, Krista Danielle

2017-08-01

The emergence of information and communication technology (ICT) has created opportunities for enhancing the learning process at different educational levels. However, its potential benefits can only be fully realized if teachers are properly trained to utilize such tools. The rapid evolution of ICT also necessitates rigorous assessment of training programs by participants. Thus, this study proposes an evaluation framework based on the Analytic Hierarchy Process (AHP) to systematically evaluate such workshops designed for teachers. The evaluation model is decomposed hierarchically into four main criteria namely: (1) workshop design, (2) quality of content of the workshop, (3) quality of delivery of the content of the workshop, and the (4) relevance of the workshop. These criteria are further disaggregated into 24 sub-indicators to measure the effectiveness of the workshop as perceived by the participants based on their own expectations. This framework is applied to a case study of ICT workshops done in the Philippines. In this case, relevance of the workshop is found to be the most important main criterion identified by the participants, particularly on the new ICT knowledge that promotes teachers' professional growth and development. The workshop evaluation index (WEI) is also proposed as a metric to support decision-making by providing a mechanism for benchmarking performance, tracking improvement over time, and developing strategies for the design and improvement of training programs or workshops on ICT for teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

Evaluation of the 1985-86 Beginning Teacher Program.

ERIC Educational Resources Information Center

Feldman, H. S.

The Florida Beginning Teacher Program was evaluated in 1985-86 to determine its impact on teacher performance and to study problem areas identified in the 1984-85 evaluation. A sample of 43 beginning teachers and their support team members (a peer teacher, a building-level administrator, and one or more professional educators) completed surveys.…

Assessment.

ERIC Educational Resources Information Center

Andrews, Theodore E., Ed.

"The Role of the State in Performance-Based Teacher Education-Certification" by Robert Roth creates a context for viewing how state agencies are approaching performance education. Peter Airasian then explores the value questions that are at the heart of evaluation issues. Fred McDonald looks at "The State of the Art in Performance Assessment," and…

Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students

PubMed Central

Düvel, Nina; Wolf, Anna; Kopiez, Reinhard

2017-01-01

In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so-called neuromyths. The aim of the present study was to investigate the prevalence of such music-related neuromyths among music teachers and music students. Based on an extensive literature research, 26 theses were compiled and subsequently evaluated by four experts. Fourteen theses were selected, of which seven were designated as scientifically substantiated and seven as scientifically unsubstantiated (hereafter labeled as “neuromyths”). One group of adult music teachers (n = 91) and one group of music education students (n = 125) evaluated the theses (forced-choice discrimination task) in two separate online surveys. Additionally, in both surveys person-characteristic variables were gathered to determine possible predictors for the discrimination performance. As a result, identification rates of the seven scientifically substantiated theses were similar for teachers (76%) and students (78%). Teachers and students correctly rejected 60 and 59%, respectively, of the seven neuromyths as scientifically unsubstantiated statements. Sensitivity analysis by signal detection theory revealed a discrimination performance of d' = 1.25 (SD = 1.12) for the group of teachers and d' = 1.48 (SD = 1.22) for the students. Both groups showed a general tendency to evaluate the theses as scientifically substantiated (teachers: c = −0.35, students: c = −0.41). Specifically, buzz words such as “brain hemisphere” or “cognitive enhancement” were often classified as correct. For the group of teachers, the best predictor of discrimination performance was having read a large number of media about educational neuroscience and related topics (R2 = 0.06). For the group of students, the best predictors for discrimination performance were a high number of read media and the hitherto completed number of semesters (R2 = 0.14). Our findings make clear that both teachers and students are far from being experts on topics related to educational neuroscience in music and would therefore benefit from current education-related research in psychology and neuroscience. PMID:28484416

Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students.

PubMed

Düvel, Nina; Wolf, Anna; Kopiez, Reinhard

2017-01-01

In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so-called neuromyths . The aim of the present study was to investigate the prevalence of such music-related neuromyths among music teachers and music students. Based on an extensive literature research, 26 theses were compiled and subsequently evaluated by four experts. Fourteen theses were selected, of which seven were designated as scientifically substantiated and seven as scientifically unsubstantiated (hereafter labeled as "neuromyths"). One group of adult music teachers ( n = 91) and one group of music education students ( n = 125) evaluated the theses (forced-choice discrimination task) in two separate online surveys. Additionally, in both surveys person-characteristic variables were gathered to determine possible predictors for the discrimination performance. As a result, identification rates of the seven scientifically substantiated theses were similar for teachers (76%) and students (78%). Teachers and students correctly rejected 60 and 59%, respectively, of the seven neuromyths as scientifically unsubstantiated statements. Sensitivity analysis by signal detection theory revealed a discrimination performance of d' = 1.25 ( SD = 1.12) for the group of teachers and d' = 1.48 ( SD = 1.22) for the students. Both groups showed a general tendency to evaluate the theses as scientifically substantiated (teachers: c = -0.35, students: c = -0.41). Specifically, buzz words such as "brain hemisphere" or "cognitive enhancement" were often classified as correct. For the group of teachers, the best predictor of discrimination performance was having read a large number of media about educational neuroscience and related topics ( R 2 = 0.06). For the group of students, the best predictors for discrimination performance were a high number of read media and the hitherto completed number of semesters ( R 2 = 0.14). Our findings make clear that both teachers and students are far from being experts on topics related to educational neuroscience in music and would therefore benefit from current education-related research in psychology and neuroscience.

Vision Screening of School Children by Teachers as a Community Based Strategy to Address the Challenges of Childhood Blindness.

PubMed

Kaur, Gurvinder; Koshy, Jacob; Thomas, Satish; Kapoor, Harpreet; Zachariah, Jiju George; Bedi, Sahiba

2016-04-01

Early detection and treatment of vision problems in children is imperative to meet the challenges of childhood blindness. Considering the problems of inequitable distribution of trained manpower and limited access of quality eye care services to majority of our population, innovative community based strategies like 'Teachers training in vision screening' need to be developed for effective utilization of the available human resources. To evaluate the effectiveness of introducing teachers as the first level vision screeners. Teacher training programs were conducted for school teachers to educate them about childhood ocular disorders and the importance of their early detection. Teachers from government and semi-government schools located in Ludhiana were given training in vision screening. These teachers then conducted vision screening of children in their schools. Subsequently an ophthalmology team visited these schools for re-evaluation of children identified with low vision. Refraction was performed for all children identified with refractive errors and spectacles were prescribed. Children requiring further evaluation were referred to the base hospital. The project was done in two phases. True positives, false positives, true negatives and false negatives were calculated for evaluation. In phase 1, teachers from 166 schools underwent training in vision screening. The teachers screened 30,205 children and reported eye problems in 4523 (14.97%) children. Subsequently, the ophthalmology team examined 4150 children and confirmed eye problems in 2137 children. Thus, the teachers were able to correctly identify eye problems (true positives) in 47.25% children. Also, only 13.69% children had to be examined by the ophthalmology team, thus reducing their work load. Similarly, in phase 2, 46.22% children were correctly identified to have eye problems (true positives) by the teachers. By random sampling, 95.65% children were correctly identified as normal (true negatives) by the teachers. Considering the high true negative rates and reasonably good true positive rates and the wider coverage provided by the program, vision screening in schools by teachers is an effective method of identifying children with low vision. This strategy is also valuable in reducing the workload of the eye care staff.

Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students.

PubMed

Baral, N; Nepal, A K; Paudel, B H; Lamsal, M

2015-01-01

Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students.

PubMed

Hemmer, Paul A; Dadekian, Gregory A; Terndrup, Christopher; Pangaro, Louis N; Weisbrod, Allison B; Corriere, Mark D; Rodriguez, Rechell; Short, Patricia; Kelly, William F

2015-09-01

Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008-2009 academic year. The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives. Single-teacher written and transcribed verbal comments about student performance were masked and reviewed by a panel of experts who, by consensus, (1) determined whether RIME was used, (2) counted the number of RIME utterances, and (3) assigned a grade based on the comments. Analysis included descriptive statistics and Pearson correlation coefficients. The authors reviewed 293 individual teacher narratives regarding the performance of 49 students. Attendees explicitly used RIME more frequently than non-attendees (69.8 vs. 40.4 %; p < 0.0001). Grades recommended by attendees correlated more strongly with grades assigned by experts than grades recommended by non-attendees (r = 0.72; 95 % CI (0.65, 0.78) vs. 0.47; 95 % CI (0.26, 0.64); p = 0.005). Grade recommendations from individual attendees and non-attendees each correlated significantly with overall student clerkship clinical performance [r = 0.63; 95 % CI (0.54, 0.71) vs. 0.52 (0.36, 0.66), respectively], although the difference between the groups was not statistically significant (p = 0.21). On an ambulatory clerkship, teachers who attended evaluation sessions used RIME terminology more frequently and provided more accurate grade recommendations than teachers who did not attend. Formal evaluation sessions may provide frame-of-reference training for the RIME framework, a method that improves the validity and reliability of workplace assessment.

A Mandatory, High-Stakes National Teacher Evaluation System: Perceptions and Attributions of Teachers Who Actively Refuse to Participate

ERIC Educational Resources Information Center

Tornero, Bernardita; Taut, Sandy

2010-01-01

This study examines why some public elementary school teachers openly refuse participation in a mandatory national, standards-based teacher evaluation program. We describe the perceptions these "rebel" teachers have of the evaluation system, studying their open resistance based on the meanings they construct, and elaborated an…

Trends in Teacher Evaluation: What Every Special Education Teacher Should Know

ERIC Educational Resources Information Center

Benedict, Amber E; Thomas, Rachel A.; Kimerling, Jenna; Leko, Christopher

2013-01-01

The article reflects on current methods of teacher evaluation within the context of recent accountability policy, specifically No Child Left Behind. An overview is given of the most common forms of teacher evaluation, including performance evaluations, checklists, peer review, portfolios, the CEC and InTASC standards, the Charlotte Danielson…

Effectiveness of the Teacher Performance Evaluation Methods Practiced by Managers of Public Schools in the Directorate of Education in Southern Jordan Valley/Jordan from the Point of View of Teachers

ERIC Educational Resources Information Center

Al-Tarawneh, Sabri; Al-Oshaibat, Hussein; Ismail, Hairul Al-Nizam

2016-01-01

This study identifies the efficiency of the teacher performance evaluation methods used by government school principals in South Ghour or the hollows educational department from the perspective of teachers. This study dealt with the approaches used by government school principals in the domains of planning assessment, working with the teacher,…

Writing to the Common Core: Teachers' Responses to Changes in Standards and Assessments for Writing in Elementary Schools

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Jeffery, Jill V.; Gardner-Bixler, Andrea

2016-01-01

This multiple case study investigated how the Common Core State Standards (CCSS) for writing and teacher evaluation system based in part on CCSS assessments might be influencing writing instruction in elementary schools. The sample included nine schools: Six achieved above-predicted performance on English Language Arts (ELA) as well as prior ELA…

The Influence of Test-Based Accountability Policies on Teacher Stress and Instructional Practices: A Moderated Mediation Model

ERIC Educational Resources Information Center

von der Embse, Nathaniel P.; Schoemann, Alexander M.; Kilgus, Stephen P.; Wicoff, Maribeth; Bowler, Mark

2017-01-01

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States…

Documenting Teacher Candidates' Professional Growth through Performance Evaluation

ERIC Educational Resources Information Center

Brown, Elizabeth Levine; Suh, Jennifer; Parsons, Seth A.; Parker, Audra K.; Ramirez, Erin M.

2015-01-01

In the United States, colleges of education are responding to demands for increased accountability. The purpose of this article is to describe one teacher education program's implementation of a performance evaluation tool during final internship that measures teacher candidates' development across four domains: Planning and Preparation,…

Norm-Referenced Tests. Summary. REL 2014-004

ERIC Educational Resources Information Center

Stuit, David; Austin, Megan J.; Berends, Mark; Gerdeman, R. Dean

2014-01-01

Recent changes to state laws on accountability have prompted school districts to design teacher performance evaluation systems that incorporate student achievement (student growth) as a major component. As a consequence, some states and districts are considering teacher value- added models as part of teacher performance evaluations. Value-added…

Norm-Referenced Tests. REL 2014-004

ERIC Educational Resources Information Center

Stuit, David; Austin, Megan J.; Berends, Mark; Gerdeman, R. Dean

2014-01-01

Recent changes to state laws on accountability have prompted school districts to design teacher performance evaluation systems that incorporate student achievement (student growth) as a major component. As a consequence, some states and districts are considering teacher value-added models as part of teacher performance evaluations. Value-added…

Teacher Effectiveness: An Update on Pennsylvania's Teacher Evaluation System. Issue Brief

ERIC Educational Resources Information Center

Research For Action, 2013

2013-01-01

Act 82 of 2012 established new standards for Pennsylvania's teacher evaluation system, including the incorporation of student performance measures in ratings decisions. Since 2009, approximately 35 states have amended teacher evaluation systems, with student achievement playing an increasingly prominent role. This count includes neighboring…

Teacher Evaluation, Performance-Related Pay, and Constructivist Instruction

ERIC Educational Resources Information Center

Liang, Guodong; Akiba, Motoko

2015-01-01

Using statewide longitudinal teacher survey data collected in 2009 and 2010, this study examined the characteristics of teacher evaluation used to determine performance-related pay (PRP), and the association between PRP and improvement in the practice of constructivist instruction. The study found that 10.9% of middle school mathematics teachers…

Recommendations for Improving the Career Opportunities of Teachers in the Charlotte-Mecklenburg Schools: A Constructive Alternative to Merit Pay.

ERIC Educational Resources Information Center

Schlechty, Phillip; And Others

1984-01-01

Offers recommendations for developing a system of teacher staffing and evaluation that would improve teacher performance and the state of education in general. Discusses incentive and reward systems, performance evaluation, career advancement and enrichment, and other issues. (KH)

Accounting for Exogenous Influences in Performance Evaluations of Teachers

ERIC Educational Resources Information Center

De Witte, Kristof; Rogge, Nicky

2011-01-01

Students' evaluations of teacher performance (SETs) are increasingly used by universities. However, SETs are controversial mainly due to two issues: (1) teachers value various aspects of excellent teaching differently, and (2) SETs should not be determined on exogenous influences. Therefore, this paper constructs SETs using a tailored version of…

Rural Principals and the North Carolina Teacher Evaluation Process: How Has the Transition from the TPAI-R to the New Evaluation Process Changed Principals' Evaluative Practices?

ERIC Educational Resources Information Center

Fuller, Charles Avery

2016-01-01

Beginning with the 2010-2011 school year the North Carolina State Board of Education (SBE) mandated the use of the North Carolina Teacher Evaluation Process (Evaluation Process) for use in all public school systems in the state to conduct teacher observations and evaluations. The Evaluation Process replaced the Teacher Performance Appraisal…

Evaluation of the CMI Instructor Role Training Program in the Navy and Air Force. Final Report.

ERIC Educational Resources Information Center

McCombs, Barbara L.; And Others

A computer managed instruction (CMI) instructor role definition and training package was designed to help CMI teachers acquire the skills necessary to perform seven theoretically-based instructor roles: planner, implementer/monitor, evaluator/provider, diagnostician, remediator, counselor/advisor, and tutor/modeler. Data for the evaluation of the…

Evaluation Checklist for Student Writing in Grades K-3, Ottawa County.

ERIC Educational Resources Information Center

Ottawa County Office of Education, OH.

Developed to assist teachers in Ottawa County, Ohio, in monitoring students' pupil performance objectives (PPOs) in grades K-3, this writing evaluation form is the primary record keeping tool in the Competency Based Education (CBE) Program. The form consists of: (1) the evaluation checklist; (2) the intervention code; and (3) record keeping…

Who Should Evaluate Teachers' Performance at Schools?

ERIC Educational Resources Information Center

Tabancali, Erkan

2017-01-01

Correct determination of whether or not the objectives are achieved or of the level of achievement of the objectives is vital in educational organizations. In this context, one of the indicators of how teachers serve the organizational objectives is performance evaluation. In Turkish Educational System, the evaluation of the performance of…

Getting Classroom Observations Right

ERIC Educational Resources Information Center

Whitehurst, Grover; Chingos, Matthew M.; Lindquist, Katharine

2015-01-01

This article contributes to the body of knowledge on teacher evaluation systems by examining the actual design and performance of new teacher-evaluation systems in four school districts that are at the forefront of the effort to evaluate teachers meaningfully. The authors find first that the ratings assigned teachers by the districts'…

[An instrument in Spanish to evaluate the performance of clinical teachers by students].

PubMed

Bitran, Marcela; Mena, Beltrán; Riquelme, Arnoldo; Padilla, Oslando; Sánchez, Ignacio; Moreno, Rodrigo

2010-06-01

The modernization of clinical teaching has called for the creation of faculty development programs, and the design of suitable instruments to evaluate clinical teachers' performance. To report the development and validation of an instrument in Spanish designed to measure the students' perceptions of their clinical teachers' performance and to provide them with feedback to improve their teaching practices. In a process that included the active participation of authorities, professors in charge of courses and internships, clinical teachers, students and medical education experts, we developed a 30-item questionnaire called MEDUC30 to evaluate the performance of clinical teachers by their students. The internal validity was assessed by factor analysis of 5214 evaluations of 265 teachers, gathered from 2004 to 2007. The reliability was measured with the Cronbach's alpha coefficient and the generalizability coefficient (g). MEDUC30 had good content and construct validity. Its internal structure was compatible with four factors: patient-centered teaching, teaching skills, assessment skills and learning climate, and it proved to be consistent with the structure anticipated by the theory. The scores were highly reliable (Cronbach's alpha: 0.97); five evaluations per teacher were sufficient to reach a reliability coefficient (g) of 0.8. MEDUC30 is a valid, reliable and useful instrument to evaluate the performance of clinical teachers. To our knowledge, this is the first instrument in Spanish for which solid validity and reliability evidences have been reported. We hope that MEDUC30 will be used to improve medical education in Spanish-speaking medical schools, providing teachers a specific feedback upon which to improve their pedagogical practice, and authorities with valuable information for the assessment of their faculty.

Technology Enhanced Teacher Evaluation

ERIC Educational Resources Information Center

Teter, Richard B.

2010-01-01

The purpose of this research and development study was to design and develop an affordable, computer-based, pre-service teacher assessment and reporting system to allow teacher education institutions and supervising teachers to efficiently enter evaluation criteria, record pre-service teacher evaluations, and generate evaluation reports. The…

Residents-as-Teachers Publications: What Can Programs Learn From the Literature When Starting a New or Refining an Established Curriculum?

PubMed

Bree, Kelly K; Whicker, Shari A; Fromme, H Barrett; Paik, Steve; Greenberg, Larrie

2014-06-01

Teaching residents how to teach is a critical part of resident education because residents are often the major teachers of medical students. The importance of formal residents-as-teachers (RAT) curricula has been emphasized throughout the literature, yet not all residency programs have such a curriculum in place. The purpose of our study was to (1) review the medical education literature for established RAT curricula, (2) assess published curricula's reproducibility, (3) evaluate the type of outcomes achieved using the Kirkpatrick model of evaluation, and (4) identify curricula that training programs could feasibly adopt. We performed a literature review using PubMed, Medline, Scopus, PsycINFO, ERIC, and Embase. Key search words included residents, residents as teachers, teaching, internship and residency, and curriculum. In addition, a search of MedEdPORTAL was performed using the same key terms. Articles were evaluated based on the reproducibility of curricula and the assessment tools. Evaluation of educational outcomes was performed using the Kirkpatrick model. Thirty-nine articles were deemed appropriate for review. Interventions and evaluation techniques varied greatly. Only 1 article from the literature was deemed to have both curricula and assessments that would be fully reproducible by other programs. A literature review on RAT curricula found few articles that would be easily reproduced for residency programs that want to start or improve their own RAT curricula. It also demonstrated the difficulty and lack of rigorous outcome measurements for most curricula.

Standards-Based Grading and Reporting Will Improve Education

ERIC Educational Resources Information Center

Muñoz, Marco A.; Guskey, Thomas R.

2015-01-01

Grading and reporting are foundational elements in nearly every educational system. Grading represents teachers' evaluations, formative or summative, of students' performance. Reporting is how the results of those evaluations are communicated to students, parents, or others. Because of their fundamental nature, educators must ensure that grading…

Teacher Evaluation Models: Compliance or Growth Oriented?

ERIC Educational Resources Information Center

Clenchy, Kelly R.

2017-01-01

This research study reviewed literature specific to the evolution of teacher evaluation models and explored the effectiveness of standards-based evaluation models' potential to facilitate professional growth. The researcher employed descriptive phenomenology to conduct a study of teachers' perceptions of a standard-based evaluation model's…

The Relationship between Teachers' Perceptions of the Feedback They Receive and Their Teaching Efficacy in High-Performing Schools

ERIC Educational Resources Information Center

St. John, Joshua D.

2013-01-01

As reform efforts are prescribed in every state through mandates and regulations in an effort to better prepare students to compete in a global economy, and as states like Indiana implement new evaluation plans for teachers based on a rigorous rubric and objective measures of student achievement, close attention to the ripple effects must be…

Shifting Practices in Teacher Performance Evaluation: A Qualitative Examination of Administrator Change Readiness

ERIC Educational Resources Information Center

Spina, Nancy; Buckley, Phillip; Puchner, Laurel

2014-01-01

This study examines the perceptions, attitudes and beliefs of administrators and teachers in a Southwestern Illinois School District regarding the recent reforms in teacher performance evaluation. This study uses a qualitative approach and provides data from individual and focus group interviews to determine the extent to which the district is…

A Descriptive-Comparative Study of Teacher Performance Evaluation on Student Achievement in a Public School District

ERIC Educational Resources Information Center

Christensen, William Howard

2013-01-01

In 2010, the federal government increased accountability expectations by placing more emphasis on monitoring teacher performance. Using a model that focuses on the New York State teacher evaluation system, that is comprised of a rubric for observation, local student assessment scores, and student state assessment scores, this…

Value-Added Models for Teacher Preparation Programs: Validity and Reliability Threats, and a Manageable Alternative

ERIC Educational Resources Information Center

Brady, Michael P.; Heiser, Lawrence A.; McCormick, Jazarae K.; Forgan, James

2016-01-01

High-stakes standardized student assessments are increasingly used in value-added evaluation models to connect teacher performance to P-12 student learning. These assessments are also being used to evaluate teacher preparation programs, despite validity and reliability threats. A more rational model linking student performance to candidates who…

Administrators' Views on Teacher Evaluation: Examining Ontario's Teacher Performance Appraisal

ERIC Educational Resources Information Center

Maharaj, Sachin

2014-01-01

This study examines the views of administrators (i.e., principals and vice-principals) in Ontario, Canada, with regard to the province's Teacher Performance Appraisal process. A total of 178 responses were collected from a survey that examined five areas: 1) preparation and training; 2) classroom observations; 3) preparing the formal evaluation;…

High-Stakes, Minimum-Competency Exams: How Competent Are They for Evaluating Teacher Competence?

ERIC Educational Resources Information Center

Goodman, Gay; Arbona, Consuelo; Dominguez de Rameriz, Romilia

2008-01-01

Increasingly, teacher educators recommend authentic, performance-related measures for evaluating teacher candidates. Nevertheless, more states are requiring teachers to pass high-stakes, minimum-competency exams. This study examined the relation between teacher candidate scores on authentic measures and their scores on certification exams required…

A Documentation System for Teacher Improvement or Termination

ERIC Educational Resources Information Center

Frels, Kelly; Horton, Janet L.

2007-01-01

The primary objective of a school district's teacher evaluation system is to improve teachers' performance so they can become successful and contribute to the objectives of the district. If the evaluation does not produce this positive result, the teacher must be replaced, either by resignation or termination. The district's evaluation system thus…

Properties of the Multiple Measures in Arizona's Teacher Evaluation Model. REL 2015-050

ERIC Educational Resources Information Center

Lazarev, Valeriy; Newman, Denis; Sharp, Alyssa

2014-01-01

This study explored the relationships among the components of the Arizona Department of Education's new teacher evaluation model, with a particular focus on the extent to which ratings from the state model's teacher observation instrument differentiated higher and lower performance. The study used teacher-level evaluation data collected by the…

Revisiting "The Widget Effect": Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness

ERIC Educational Resources Information Center

Kraft, Matthew A.; Gilmour, Allison F.

2017-01-01

In 2009, the New Teacher Project's "The Widget Effect" documented the failure of U.S. public school districts to recognize and act on differences in teacher effectiveness. We revisit these findings by compiling teacher performance ratings across 24 states that adopted major reforms to their teacher evaluation systems. In the vast…

Teacher Voice: How Teachers Perceive Evaluations and How Leaders Can Use This Knowledge to Help Teachers Grow Professionally

ERIC Educational Resources Information Center

Hopkins, Paul

2016-01-01

The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation served as a framework for the study. An online survey was deployed to a…

In-service teachers' perceptions of project-based learning.

PubMed

Habók, Anita; Nagy, Judit

2016-01-01

The study analyses teachers' perceptions of methods, teacher roles, success and evaluation in PBL and traditional classroom instruction. The analysis is based on empirical data collected in primary schools and vocational secondary schools. An analysis of 109 questionnaires revealed numerous differences based on degree of experience and type of school. In general, project-based methods were preferred among teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Teachers appeared not to capitalize on the use of ICT tools or emotions. Students actively participated in the evaluation process via oral evaluation.

Teacher Perceptions Regarding Portfolio-Based Components of Teacher Evaluations

ERIC Educational Resources Information Center

Nagel, Charles I.

2012-01-01

This study reports the results of teachers' and principals' perceptions of the package evaluation process, a process that uses a combination of a traditional evaluation with a portfolio-based assessment tool. In addition, this study contributes to the educational knowledge base by exploring the participants' views on the impact of…

Teacher Supervision and Evaluation: A Case Study of Administrators' and Teachers' Perceptions of Mini Observations

ERIC Educational Resources Information Center

Campbell, Thomas F.

2013-01-01

This case study will investigate teachers' and administrators' perceptions of the relationship between mini observations and teacher performance to understand what effect, if any, a system of mini observations has on teacher performance, and if mini observations influences a teacher's pedagogical practice differently than a…

Exploring the Relationship between the Ventures for Excellence Teacher StyleProfile Data and Teacher Performance

ERIC Educational Resources Information Center

Nelson, Barry

2013-01-01

The purpose of this study was to determine if a commercial teacher selection tool, the Ventures for Excellence Teacher StyleProfile, had a statistically significant relationship with teacher evaluation and performance feedback data gathered during a teacher's first year of teaching in the Midwest School District. A review of the literature…

Using Performance on the Job to Inform Teacher Tenure Decisions. Brief 10

ERIC Educational Resources Information Center

Goldhaber, Dan; Hansen, Michael

2010-01-01

In recent months a number of states, such as Tennessee, have considered tying teacher evaluations and tenure to student achievement as part of their Race to the Top plans. This research brief evaluates how well early-career performance signals teacher effectiveness after tenure. The brief presents selected findings from a larger study using North…

Relationship between Teacher Self-Efficacy and the Teacher Evaluation Process

ERIC Educational Resources Information Center

Pisciotta, Summer

2014-01-01

Changes in state laws led the education system personnel in Arizona to reconsider how they assess students, teachers, and administrators. Higher expectations for teacher and student performance and a budget deficit at schools resulted in evaluations being a focal point in teacher contract renewal. The purpose of this qualitative case study was to…

Planning for an Evaluation of Teaching Performance. Volume IV. Summaries of Instruments for Use in Evaluating Teacher Performance.

ERIC Educational Resources Information Center

Yuzdepski, I., Comp.; Elliott, L., Comp.

This document presents information, in the form of summary sheets, on 54 teacher evaluation instruments. Each summary contains pertinent information about the instrument regarding publishing company, author, criteria evaluated, subject of observation, category dimension, and coding units. The 19 criteria used in the evaluation tests, which were…

What and How to Assess Teacher's Performance? A Proposal Based on the Factors That Support Learning

ERIC Educational Resources Information Center

Carlos-Guzmán, Jesús

2016-01-01

A proposal is presented to assess teacher's performance based on the aspects that educational research has found as fundamental to achieve students' learning. The proposal is aimed mainly at teachers and people responsible for teacher's assessment programs. After criticizing the traditional way of assessing teacher's performance, it is shown a…

Development of a Base for the Re-evaluation of the Professional Segment of the Master of Science Degree Program in Industrial Education at the University of Wisconsin-Stout. Part III: Frequency and Importance of Their Professional Tasks as Reported by Wisconsin Junior-Senior High School Industrial Arts Teachers.

ERIC Educational Resources Information Center

Wright, Lawrence S.

This document reports on a study of the professional tasks of Wisconsin junior-senior high school industrial arts teachers. It presents data which show the frequency with which the teachers perform their professional tasks and the importance which they attach to these professional tasks. The data are presented and analyzed in a series of tables…

Improving evaluation at two medical schools.

PubMed

Schiekirka-Schwake, Sarah; Dreiling, Katharina; Pyka, Katharina; Anders, Sven; von Steinbüchel, Nicole; Raupach, Tobias

2017-08-03

Student evaluations of teaching can provide useful feedback for teachers and programme coordinators alike. We have designed a novel evaluation tool assessing teacher performance and student learning outcome. This tool was implemented at two German medical schools. In this article, we report student and teacher perceptions of the novel tool, and the implementation process. Focus group discussions as well as one-to-one interviews involving 22 teachers and 31 undergraduate medical students were conducted. Following adjustments to the feedback reports (e.g. the colour coding of results) at one medical school, 42 teachers were asked about their perceptions of the revised report and the personal benefit of the evaluation tool. Teachers appreciated the individual feedback provided by the evaluation tool and stated that they wanted to improve their teaching, based on the results; however, they missed most of the preparative communication. Students were unsure about the additional benefit of the instrument compared with traditional evaluation tools. A majority was unwilling to complete evaluation forms in their spare time, and some felt that the new questionnaire was too long and that the evaluations occurred too often. They were particularly interested in feedback on how their comments have helped to further improve teaching. Student evaluations of teaching can provide useful feedback CONCLUSION: Despite evidence of the utility of the tool for individual teachers, implementation of changes to the process of evaluation appears to have been suboptimal, mainly owing to a perceived lack of communication. In order to motivate students to provide evaluation data, feedback loops including aims and consequences should be established. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Understanding Expertise-Based Training Effects on the Software Evaluation Process of Mathematics Education Teachers

ERIC Educational Resources Information Center

Incikabi, Lutfi; Sancar Tokmak, Hatice

2012-01-01

This case study examined the educational software evaluation processes of pre-service teachers who attended either expertise-based training (XBT) or traditional training in conjunction with a Software-Evaluation checklist. Forty-three mathematics teacher candidates and three experts participated in the study. All participants evaluated educational…

Teacher Performance of the State Vocational High School Teachers in Surabaya

ERIC Educational Resources Information Center

Kusumaningtyas, Amiartuti; Setyawati, Endang

2015-01-01

This research talked about Analysis of Teacher Performance Through Competence, Compensation, and Job Satisfaction of the State Vocational High School Teachers in Surabaya. State Vocational High School Teacher is a professional educator with major duties to educate, teach, build, direct, coach, assess and evaluate learners on the vocational high…

Student rating as an effective tool for teacher evaluation.

PubMed

Aslam, Muhammad Nadeem

2013-01-01

To determine the effectiveness of students' rating as a teacher evaluation tool. Concurrent mixed method. King Edward Medical University, Lahore, from January to June 2010. Anonymous 5-point Likert scale survey questionnaire was conducted involving a single class consisting of 310 students and 12 students were selected for structured interview based on non-probability purposive sampling. Informed consent was procured. They were required to rate 6 teachers and were supposed to discuss teachers' performance in detail. Quantitative data collected through survey was analyzed using SPSS 15 and qualitative data was analyzed with the help of content analysis by identifying themes and patterns from thick descriptions. This student feedback would show the effectiveness in terms of its feasibility and as an indicator of teaching attributes. Descriptive statistics of quantitative data obtained from survey was used to calculate mean and standard deviation for all teachers' individually. This showed the average direction of the student ratings. Percentages of the responses calculated of teacher A were 85.96%, teacher B 65.53, teacher C 65.20%, teacher D 69.62%, teacher E 65.32% and teacher F 64.24% in terms of overall effectiveness of their teaching. Structured interviews generated qualitative data which validated the students' views about strengths and weaknesses of teachers, and helped to determine the effectiveness of their rating and feedback. This simple rating system clearly showed its importance and hence can be used in institutions as a regular evaluating method of teaching faculty.

Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio

ERIC Educational Resources Information Center

Downing, Pamela R.

2016-01-01

The purpose of this quantitative study was to explore whether or not increased accountability measures found in the Ohio Teacher Evaluation System (OTES) impacted teacher job satisfaction. Student growth measures required by the OTES increased teacher accountability. Today, teachers are largely evaluated based on the results of what they do in the…

Guidance on New York State's Annual Professional Performance Review Law and Regulations

ERIC Educational Resources Information Center

New York State Education Department, 2011

2011-01-01

Education Law Section 3012-c requires a new performance evaluation system for classroom teachers ("teachers") and building principals ("principals"). New York State will implement a statewide comprehensive evaluation system for school districts and boards of cooperative educational services (BOCES). The evaluation system is…

A Preliminary Evaluation of a School-Based Media Education and Reduction Intervention.

PubMed

Bickham, David S; Hswen, Yulin; Slaby, Ronald G; Rich, Michael

2018-06-01

While media education and reduction programs have been proposed to prevent adverse health and academic outcomes related to heavy electronic media use among school-aged children, few have been formally piloted and evaluated. We used a quasi-experimental design to evaluate the effectiveness of Take the Challenge (TtC), a school-based media education/reduction program for the primary prevention of sleep deprivation, dysfunctional social-emotional behaviors, and poor academic performance. Sixth- to eighth-grade students at a rural Midwestern U.S. middle school received the TtC program, while a similar school in the same district served as the comparison group. Health-related and academic measures were collected from students and teachers at both schools before and after the intervention. The primary outcome measure was student-reported electronic media use (television, video games, Internet). Secondary measures included student health behaviors (student-reported sleep, exercise, and outdoor play) and academic activities (teacher-reported homework and classroom performance). Compared to the comparison group, students receiving TtC slept more and reduced television viewing, background television time, after-school video gaming, and weekend Internet use. Teachers reported increases in the extent to which TtC students completed homework assignments and stayed on task in the classroom. Well-designed school-based programs such as TtC can reduce electronic media use among middle-school children and improve related health and academic outcomes.

[Problem based learning from the perspective of tutors].

PubMed

Navarro Hernández, Nancy; Illesca P, Mónica; Cabezas G, Mirtha

2009-02-01

Problem based learning is a student centered learning technique that develops deductive, constructive and reasoning capacities among the students. Teachers must adapt to this paradigm of constructing rather than transmitting knowledge. To interpret the importance of tutors in problem based learning during a module of Health research and management given to medical, nursing, physical therapy, midwifery, technology and nutrition students. Eight teachers that participated in a module using problem based learning accepted to participate in an in depth interview. The qualitative analysis of the textual information recorded, was performed using the ATLAS software. We identified 662 meaning units, grouped in 29 descriptive categories, with eight emerging meta categories. The sequential and cross-generated qualitative analysis generated four domains: competence among students, competence of teachers, student-centered learning and evaluation process. Multiprofessional problem based learning contributes to the development of generic competences among future health professionals, such as multidisciplinary work, critical capacity and social skills. Teachers must shelter the students in the context of their problems and social situation.

A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

ERIC Educational Resources Information Center

Chen, Chi Yuan; Wang, Shu-Yin; Yang, Yi-Fang

2017-01-01

The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student's final grades and course fail…

Anticipating Innovation in Teacher Evaluation Systems: Lessons for Researchers and Policymakers. Teacher Quality 2.0. Special Report 4

ERIC Educational Resources Information Center

Hansen, Michael

2013-01-01

The growing prominence of value-added models for measuring teacher effectiveness has prompted a recent surge in policies that consider students' classroom performance part of a teacher's evaluation. Yet, in light of the criticism and limitations of the current models, whether and how evaluation systems will adapt over time is unclear. This paper…

Teacher Evaluation, Pay for Performance, and Learning around Instruction: Between Dissonant Incentives and Resonant Procedures

ERIC Educational Resources Information Center

Mintrop, Rick; Ordenes, Miguel; Coghlan, Erin; Pryor, Laura; Madero, Cristobal

2018-01-01

Purpose: The study examines why the logic of a performance management system, supported by the federal Teacher Incentive Fund, might be faulty. It does this by exploring the nuances of the interplay between teaching evaluations as formative and summative, the use of procedures, tools, and artifacts obligated by the local Teacher Incentive Fund…

The Relationship between Teachers' Performance on the Ventures for Excellence and Their Teaching Effectiveness

ERIC Educational Resources Information Center

Winters, Michael Joseph

2017-01-01

This quantitative correlational study examined the relationship between teacher pre-hiring effectiveness evaluation and their performance evaluation scores at the end of the first year of teaching. Prior to this study, it was not known if and to what degree teachers' scores on the Ventures for Excellence B-22 screening interview correlated to…

From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-based Instruction and Classroom Assessment

ERIC Educational Resources Information Center

Goldberg, Gail Lynn; Roswell, Barbara Sherr

2000-01-01

Studied the impact of experience scoring the Maryland School Performance Assessment tasks on teachers' instructional and classroom assessment practice. Interview data, questionnaires, classroom observation, and classroom artifacts from approximately 5 teacher-scorers demonstrated that teachers' appropriation of performance-based instruction may be…

Self-Assessing Abilities of Freshman Writers.

ERIC Educational Resources Information Center

Telleen, Jane A.

In view of research findings that unskilled writers are rule-based rather than context-based in revision of their written work, a study was conducted of the stage between writing a rough draft and the teacher conference to determine how inexperienced writers would articulate their performance and evaluate their strategies for revision. An…

Applying Knowledge Management in Teacher Evaluation Systems

ERIC Educational Resources Information Center

Essandoh, Albert

2013-01-01

Teacher evaluations are underused in public schools, resulting in the loss of knowledge critical to professional development. Knowledge management (KM) theory offers approaches that can lead to improvements in the effectiveness of evaluations and teacher performance. This multiple case study of 9 campuses in an exemplary school district…

Governing Staff Reductions: The Use and Abuse of Teacher Evaluations.

ERIC Educational Resources Information Center

Phelan, William T.

1983-01-01

Indicates that most principals and teachers interviewed in 16 school districts in Massachusetts agreed that performance evaluations should be part of the reduction in force (RIF) process. Examines performance assessments currently being done in selected districts. (MJL)

Beginning science teachers' performances: Assessment in times of reform

NASA Astrophysics Data System (ADS)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the explanation of variance in the ESTEEM (p > .05), but poverty group and gender were significant predictors of portfolio performances, accounting for 21% of the total variance. Finally, data from interviews, written surveys, and beginning teacher attendance records at state-supported seminars were analyzed qualitatively and quantitatively. This information provided insight about the quality and quantity of support beginning science teachers received in their efforts to document, via the science teaching portfolio, their abilities to implement the Connecticut Professional Science Teaching Standards.

The Use of Portfolios for Teacher Evaluation.

ERIC Educational Resources Information Center

Lengeling, M. Martha

A discussion of the use of portfolios for teacher evaluation reviews common uses of portfolios in higher education and offers suggestions for portfolio construction. It is noted that portfolios are frequently used for evaluation of both learner and teacher performance, as a means of documenting an individual's capabilities and skills. Some…

How Teacher Evaluation Methods Matter for Accountability: A Comparative Analysis of Teacher Effectiveness Ratings by Principals and Teacher Value-Added Measures

ERIC Educational Resources Information Center

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

2014-01-01

Policymakers are revolutionizing teacher evaluation by attaching greater stakes to student test scores and observation-based teacher effectiveness measures, but relatively little is known about why they often differ so much. Quantitative analysis of thirty schools suggests that teacher value-added measures and informal principal evaluations are…

The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers. NBER Working Paper No. 16877

ERIC Educational Resources Information Center

Taylor, Eric S.; Tyler, John H.

2011-01-01

The effect of evaluation on employee performance is traditionally studied in the context of the principal-agent problem. Evaluation can, however, also be characterized as an investment in the evaluated employee's human capital. We study a sample of mid-career public school teachers where we can consider these two types of evaluation effect…

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.…

Growth Models and Teacher Evaluation: What Teachers Need to Know and Do

ERIC Educational Resources Information Center

Katz, Daniel S.

2016-01-01

Including growth models based on student test scores in teacher evaluations effectively holds teachers individually accountable for students improving their test scores. While an attractive policy for state administrators and advocates of education reform, value-added measures have been fraught with problems, and their use in teacher evaluation is…

Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

ERIC Educational Resources Information Center

Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

2017-01-01

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

"Keep on Truckin'" Literacy Program [for Adults]: Performance Report; Teacher's Handbook; Final External Evaluation Report.

ERIC Educational Resources Information Center

Indian Hills Community Coll., Ottumwa, IA.

This document is composed of a performance report, a teacher's handbook, and an evaluation report of a workplace literacy program to prepare drivers for the Commercial Drivers' License examination. The performance report addresses actual accomplishments of five objectives. It identifies the number and characteristics of project participants who…

An Investigation into Native and Non-Native Teachers' Judgments of Oral English Performance: A Mixed Methods Approach

ERIC Educational Resources Information Center

Kim, Youn-Hee

2009-01-01

This study used a mixed methods research approach to examine how native English-speaking (NS) and non-native English-speaking (NNS) teachers assess students' oral English performance. The evaluation behaviors of two groups of teachers (12 Canadian NS teachers and 12 Korean NNS teachers) were compared with regard to internal consistency, severity,…

Evaluating Pre-Service Teachers Math Teaching Experience from Different Perspectives

ERIC Educational Resources Information Center

Harding, Jenni L.; Hbaci, Ilham

2015-01-01

Are pre-service teachers able to notice their strengths and challenges in teaching? This article reports on a study of pre-service teachers' teaching performance being simultaneously evaluated by themselves and their professor. Thirty-two pre-service teachers created and planned mathematics lessons approved by their professor to be taught in…

Implementing Measures of Teacher Effectiveness

ERIC Educational Resources Information Center

Stecher, Brian; Garet, Mike; Holtzman, Deborah; Hamilton, Laura

2012-01-01

An initial look at work being done in a reform project sponsored by the Bill & Melinda Gates Foundation finds that evaluations of teacher performance aren't as unpopular with teachers who have experienced the new system as some would have us believe. Leaders acknowledge that the new approach to teacher evaluation takes more time than…

Teacher Evaluation Reform: Principals' Beliefs about Newly Adopted Teacher Evaluation Systems

ERIC Educational Resources Information Center

Young, Suzanne; Range, Bret G.; Hvidston, David; Mette, Ian M.

2015-01-01

Principals in one Western state were surveyed about teacher evaluation systems commonly used across the state. Findings suggest that principals' beliefs about aligning practice to performance expectations, about how much the view of professional practice is growth-oriented, and the degree to which systems use multiple measures are the variables…

Video-Based Self-Observation as a Component of Developmental Teacher Evaluation

ERIC Educational Resources Information Center

Mercado, Leonardo A.; Baecher, Laura

2014-01-01

In this paper, we explore the benefits to teacher evaluation when video-based self-observation is done by teachers as a vehicle for individual, reflective practice. We explore how it was applied systematically at the ICPNA bi-national center among hundreds of EFL teachers within two institution-wide initiatives that have relied on self-observation…

Como evalvar la actuacion del profesor en una clase de segundo idioma (How to Evaluate a Teacher in a Second Language Classroom).

ERIC Educational Resources Information Center

Galvez de Bracamonte, Teresa

This guide in Spanish provides performance criteria for evaluating the foreign language teacher. It provides an outline for analyzing the teacher's actions and teaching methods in the classroom. Through the evaluation by an outsider, the teacher can learn his or her faults in the views of others and can improve on them. The aspects to be analyzed…

A Program Evaluation of the New Annual Professional Performance Review (APPR) Teacher Evaluation System in New York

ERIC Educational Resources Information Center

Morris, Genelle

2013-01-01

Policy makers and educators across the nation are incorporating new standards and assessments into evaluation systems, designed to impact teacher effectiveness and student achievement. New York is one of the states that have developed a teacher evaluation system, now fully implemented in all of its 697 public school districts. As the results from…

Value-Added Teacher Estimates as Part of Teacher Evaluations: Exploring the Effects of Data and Model Specifications on the Stability of Teacher Value-Added Scores

ERIC Educational Resources Information Center

Kersting, Nicole B.; Chen, Mei-kuang; Stigler, James W.

2013-01-01

If teacher value-added estimates (VAEs) are to be used as indicators of individual teacher performance in teacher evaluation and accountability systems, it is important to understand how much VAEs are affected by the data and model specifications used to estimate them. In this study we explored the effects of three conditions on the stability of…

Expectations and high school change: teacher-researcher collaboration to prevent school failure.

PubMed

Weinstein, R S; Soulé, C R; Collins, F; Cone, J; Mehlhorn, M; Simontacchi, K

1991-06-01

Describes the multilevel outcomes of a collaborative preventive intervention for ninth-graders at risk for school failure using qualitative and quasi-experimental methods. Teachers, administrators, and researchers implemented innovative practices communicating positive expectations for low-achieving adolescents in their transition to high school. Changes were made in the practices of curriculum, grouping, evaluation, motivation, student responsibility, and relationships (in the classroom, with parents, and in the school). Both implementation and evaluation evolved as a function of collaboration. Change was promising but not uniform. Project teachers became more positive about students and colleagues, expanded their roles, and changed school tracking policies. The 158 project students, in contrast to the 154 comparison students showed improved grades and disciplinary referrals post-intervention and increased retention in school 1 year later, but their absences rose and improved performance was not maintained. The implications of this analysis for school-based interventions and its evaluation are discussed.

Student-Teachers' Evaluation on the Use of Different Modes of Problem-Based Learning in Teacher Education

ERIC Educational Resources Information Center

Kwan, Tammy Y. L.

2008-01-01

Problem-based learning (PBL) has been widely adopted in many university programmes. Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programmes. This paper reports how the 13 student-teachers…

Teachers' Reactions towards Performance-Based Language Assessment

ERIC Educational Resources Information Center

Chinda, Bordin

2014-01-01

This research aims at examining the reactions of tertiary EFL teachers towards the use of performance-based language assessment. The study employed a mixed-method research methodology. For the quantitative method, 36 teachers responded to a questionnaire survey. In addition, four teachers participated in the in-depth interviews which were…

Teacher Performance Evaluation Plan: A Personalized Approach to Supervision, Staff Development, and Evaluation. An Implementation Guide. Revised Edition.

ERIC Educational Resources Information Center

Knight, Jeanne; And Others

This guide provides assistance to New Mexico school districts in implementing a state-sponsored teacher performance evaluation plan (Provision III of the New Mexico Staff Accountability Plan, adopted by the State Board of Education). This plan involves five basic procedures: (1) determine specific definitions of the six essential teaching…

A Developmental Study on Evaluating the Performance of Preschool Education Institution Teachers with 360 Degree Feedback

ERIC Educational Resources Information Center

Dagal, Asude Balaban; Zembat, Rengin

2017-01-01

In accordance with the subject of this research, three different scales to measure preschool teachers' performances with respect to school principals', parents' and children's point of view were developed for the research. 51 principals, 893 parents and 256 children participated in the research. "Teacher Performance Evaluation…

Development of Performance Appraisal System for Local School Teachers in Thailand

ERIC Educational Resources Information Center

Uttaramart, Suphawadee; Tesaputa, Kowat; Sri-am-pai, Anan

2015-01-01

The objectives of this research were: 1) to study current situation and problem in the performance appraisal system of secondary school teachers, under jurisdiction of the Local Administrative Organization (LAO), 2) to develop the performance appraisal system to apply with the LAO school teachers, and 3) to evaluate the application from the…

Constructivism and the use of performance assessment in science: A comparative study of beliefs among preservice and inservice teachers

NASA Astrophysics Data System (ADS)

Bednarski, Marsha H.

Reform efforts in science education stress the importance of preservice and inservice teacher education in curriculum, instruction, and assessment. A change in current student assessment practices is seen as the catalyst in the reform of curriculum and instruction. Recommended for assessment of the proposed inquiry-based science programs are performance-based assessments (National Research Council, 1996). The constructivist philosophy, the foundation for these reform efforts, proposes that knowledge acquisition by the learner is a result of the interaction between what is brought to the learning situation and what is experienced while in it. Literature supports the use of constructivist-based instructional strategies for preservice and inservice teacher education (American Federation of Teachers, National Council on Measurement in Education, and National Education Association, 1990). Literature also provides support for the importance of teacher beliefs in relation to the successful transfer of these instructional strategies (Keegan, 1992; Nespor, 1987). There is not supporting evidence related to constructivist instructional strategies and teacher beliefs transferring to the use of performance assessment. This study identified whether preservice and inservice teachers differed with respect to their beliefs about constructivist-based learning strategies and performance assessment. It also identified whether teacher beliefs held about constructivist-based learning strategies were related to the construction of assessments they developed for use in their classrooms. Education majors enrolled in a Northeastern university's assessment course and inservice teachers from three Northeast public school districts participated in this study. Results of a 36-item belief survey, administered to preservice and inservice teachers, and a 10-item checklist, used to score assessment examples provided by the teachers, concluded that attitudes toward constructivist-based learning strategies is a predictor for group membership with the inservice teacher group. There is a correlation between attitudes toward constructivism and attitudes related to the benefits of using performance assessments for both the preservice and inservice groups. There is not a significant correlation between constructivist attitudes and using performance assessment. Although teachers in this study hold constructivist attitudes and acknowledge the benefits of using performance assessment, they do not use performance assessments.

Teacher Evaluation Project. The Beginning Teacher Program, Intellectual Skills Development, Validity Studies of the Evaluation System, Special Instrument Development. Report for 1984-1985.

ERIC Educational Resources Information Center

Florida Coalition for the Development of a Performance Measurement System, Tallahassee.

Reports, summaries, and recommendations are presented on the following research studies: (1) Beginning Teacher Studies; (2) Instructional Skills for Teaching Higher Order Thinking; (3) Development of the Conferential Observation Instrument; (4) Predictive Validity Studies Conducted to Test the Relationship Between Teacher Performance as Measured…

Philosophy, Program Development and Implementation. Proceedings and Evaluation of the Annual National Conference for State Personnel Development Coordinators (5th, Arlington, Texas, January 26-28, 1976). Career and Vocational Education Professional Development Report No. 19.

ERIC Educational Resources Information Center

Porter, G. William, Ed.; And Others

The basic text (or, in some cases, an outline of the text) of the presentations taped at the conference for vocational education personnel coordinators constitute the major portion of this report. Titles are (1) A Philosophy for Personnel Development in Vocational Education, (2) Performance-Based Teacher Education for Vocational Teachers, (3) A…

The Predictive Validity of Measures of Teacher Candidate Programs and Performance: Toward an Evidence-Based Approach to Teacher Preparation

ERIC Educational Resources Information Center

Henry, Gary T.; Campbell, Shanyce L.; Thompson, Charles L.; Patriarca, Linda A.; Luterbach, Kenneth J.; Lys, Diana B.; Covington, Vivian Martin

2013-01-01

Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one program are examined for their ability to predict…

Performance Management as a Means of Teacher Evaluation: A South Australian Perspective

ERIC Educational Resources Information Center

Naidu, Sham

2011-01-01

The introduction of performance management in South Australian public schools raises a number of issues regarding the structure, purpose and control of the process itself and the consequences of teacher evaluation. Performance management has the potential to shape teaching and the culture of schools according to what it values and what it ignores.…

Working Memory, Attention, Inhibition, and Their Relation to Adaptive Functioning and Behavioral/Emotional Symptoms in School-Aged Children

ERIC Educational Resources Information Center

Vuontela, Virve; Carlson, Synnove; Troberg, Anna-Maria; Fontell, Tuija; Simola, Petteri; Saarinen, Suvi; Aronen, Eeva T.

2013-01-01

The present study investigated the development of executive functions (EFs) and their associations with performance and behavior at school in 8-12-year-old children. The EFs were measured by computer-based n-back, Continuous Performance and Go/Nogo tasks. School performance was evaluated by Teacher Report Form (TRF) and behavior by TRF and Child…

Teacher Evaluation: Archiving Teaching Effectiveness

ERIC Educational Resources Information Center

Nielsen, Lance D.

2014-01-01

Teacher evaluation is a current hot topic within music education. This article offers strategies for K-12 music educators on how to promote their effectiveness as teachers through archival documentation in a teacher portfolio. Using the Danielson evaluation model (based on four domains of effective teaching practices), examples of music teaching…

Reforming Teacher Evaluation: One District's Story

ERIC Educational Resources Information Center

Donaldson, Morgaen L.; Papay, John P.

2012-01-01

In recent years policymakers have seized on teacher evaluation as a primary lever for improving schools. Of all school factors--from expanded school calendars to smaller class sizes to community and family engagement programs--teachers contribute the most to student achievement. Policymakers reason that evaluating teachers based on their students'…

Evaluation of Computer Based Foreign Language Learning Software by Teachers and Students

ERIC Educational Resources Information Center

Baz, Fatih Çagatay; Tekdal, Mehmet

2014-01-01

The aim of this study is to evaluate Computer Based Foreign Language Learning software called Dynamic Education (DYNED) by teachers and students. The study is conducted with randomly chosen ten primary schools with the participants of 522 7th grade students and 7 English teachers. Three points Likert scale for teachers and five points Likert scale…

Student-Centered Classrooms: Past Initiatives, Future Practices

ERIC Educational Resources Information Center

Hansen, Dee; Imse, Leslie A.

2016-01-01

Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered…

An Evaluation of Jordanian EFL Teachers' In-Service Training Courses Teaching Techniques Effectiveness

ERIC Educational Resources Information Center

AL-Wreikat, Yazan Abdel Aziz Semreen; Bin Abdullah, Muhamad Kamarul Kabilan

2010-01-01

This study aims to evaluate and investigate the influence of teaching techniques on the performance of English as Foreign Language (EFL) teachers by evaluating the techniques' effectiveness and actual implementation, as well as to examine the role of teachers in influencing the effectiveness of in-service training courses. A total of 798…

Teacher Performance: Do We Know What We are Evaluating?

ERIC Educational Resources Information Center

Goldbas, Mervyn; And Others

This study was designed to provide the teacher trainers at State University College, Fredonia, New York with information to identify the actual criteria upon which student teachers were being evaluated and to provide a basis for altering the evaluation process so that it would measure more validly the degree to which objectives of the field…

Case Studies of Teacher Satisfaction with Three Plans for Evaluation and Supervision

ERIC Educational Resources Information Center

Arp, Jeb-Stuart Bennett

2013-01-01

The purpose of this study was to identify which plans for evaluation and supervision are most satisfactory to teachers. The study's participants come from three school systems in northwest Georgia. Each school district uses a different plan for evaluation and supervision; each claiming that the end goal is to improve teacher performance. Prior…

Interrater Reliability among Elementary Principals Using the North Carolina Teacher Evaluation Process

ERIC Educational Resources Information Center

Mazurek, Sharon Ann

2012-01-01

Teacher observation remains one of the primary data collection methods for analyzing teaching behaviors. States use various evaluation instruments and current trends across the United States show that more states are working to tie teacher evaluation to student performance. The purpose of this study was to determine to what extent there was…

The Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems

ERIC Educational Resources Information Center

Steinberg, Matthew P.; Kraft, Matthew A.

2017-01-01

In recent years, states and districts have responded to federal incentives and pressure to institute major reforms to their teacher evaluation systems. The passage of the Every Student Succeeds Act in 2015 now provides state policymakers with even greater autonomy to redesign existing evaluation systems. Yet, little evidence exists to inform…

Perceived Importance of District Developed Teacher Evaluation Standards and Criteria as Measured by Teacher Values Survey

ERIC Educational Resources Information Center

Davis, Jan Ellen Pfeiffer

2011-01-01

In 2009, a PK-12 public school district board of education approved a teacher evaluation tool developed by a volunteer team of teachers and administrators. The Learning Based Teacher Evaluation (LBTE) was constructed with six broad standards and fifteen specific criteria. The standards and criteria were assumed important to professional practice,…

Teacher Advancement Program (TAP) at Wilburn Elementary School: Year 3 Evaluation Report. Eye on Evaluation. D&A Report No. 11.02

ERIC Educational Resources Information Center

Baenen, Nancy

2011-01-01

The Teacher Advancement Program (TAP) is a model for training, teacher advancement, and instructional strategies. Based on interviews and observations, the four TAP principles were implemented with fidelity during the 2010-11 school year, with one exception--teacher evaluations. Feedback was slow, and teachers had concerns about the reliability of…

How personality traits affect clinician-supervisors' work engagement and subsequently their teaching performance in residency training.

PubMed

Scheepers, Renée A; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H

2016-11-01

Clinician-supervisors often work simultaneously as doctors and teachers. Supervisors who are more engaged for their teacher work are evaluated as better supervisors. Work engagement is affected by the work environment, yet the role of supervisors' personality traits is unclear. This study examined (i) the impact of supervisors' personality traits on work engagement in their doctors' and teachers' roles and (ii) how work engagement in both roles affects their teaching performance. Residents evaluated supervisors' teaching performance, using the validated System for Evaluation of Teaching Qualities. Supervisors' reported work engagement in doctor and teacher roles separately using the validated Utrecht Work Engagement Scale. Supervisors' personality traits were measured using the Big Five Inventory's five factor model covering conscientiousness, agreeableness, extraversion, emotional stability and openness. Overall, 549 (68%) residents and 636 (78%) supervisors participated. Conscientiousness, extraversion and agreeableness were positively associated with supervisors' engagement in their teacher work, which was subsequently positively associated with teaching performance. Conscientious, extraverted, and agreeable supervisors showed more engagement with their teacher work, which made them more likely to deliver adequate residency training. In addition to optimizing the work environment, faculty development and career planning could be tailor-made to fit supervisors' personality traits.

The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation

PubMed Central

Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

2015-01-01

Background: One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. Methods: In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Results: Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test, it could be concluded that only on the regulation domain with the significance level of 0.000, significant different was observed. So that, 30(23%) and 50(53%) supported of the effect of evaluation on the effect of evaluation of situation. Evaluation to improve the regulatory status of teachers and 70% (53 patients), the effects are positive. Students and faculty evaluations to compare the Mann-Whitney U test was used. The results show, only within the rules, with a significance level of 0.01 considered statistically significant relationship between teachers and students there. Conclusion: considering the viewpoints of students and faculty members about the impact of teacher performance evaluation of the students, most of the students believed that the greatest impact assessment has been on the improve educational performance entitled as responsibility of the faculty member for education, interest in presenting lessons, using audio-visual tools, having lesson plans, faculty members participate interest and enthusiasm in presenting lessons the use of teaching aids, lesson plans, faculty members participation in seminars, creating interest in students to participate in class discussions and expressing the importance of learning lessons perspective of teachers, but the faculty members viewpoints indicate the impact of evaluation on the regular attendance and discipline, the greatest impact assessment in the area of regulatory and compliance with the timely and orderly and thus their activities. PMID:26543421

The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation.

PubMed

Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

2015-08-01

One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test, it could be concluded that only on the regulation domain with the significance level of 0.000, significant different was observed. So that, 30(23%) and 50(53%) supported of the effect of evaluation on the effect of evaluation of situation. Evaluation to improve the regulatory status of teachers and 70% (53 patients), the effects are positive. Students and faculty evaluations to compare the Mann-Whitney U test was used. The results show, only within the rules, with a significance level of 0.01 considered statistically significant relationship between teachers and students there. considering the viewpoints of students and faculty members about the impact of teacher performance evaluation of the students, most of the students believed that the greatest impact assessment has been on the improve educational performance entitled as responsibility of the faculty member for education, interest in presenting lessons, using audio-visual tools, having lesson plans, faculty members participate interest and enthusiasm in presenting lessons the use of teaching aids, lesson plans, faculty members participation in seminars, creating interest in students to participate in class discussions and expressing the importance of learning lessons perspective of teachers, but the faculty members viewpoints indicate the impact of evaluation on the regular attendance and discipline, the greatest impact assessment in the area of regulatory and compliance with the timely and orderly and thus their activities.

The Influence of Performance-Based Accountability on the Distribution of Teacher Salary Increases

ERIC Educational Resources Information Center

Bifulco, Robert

2010-01-01

This study examines how aspects of a district's institutional and policy environment influence the distribution of teacher salary increases. The primary hypothesis tested is that statewide performance-based accountability policies influence the extent to which districts backload teacher salary increases. I use data on teacher salaries from the…

The Influence of Teacher Motivation in the Context of Performance-Based Compensation

ERIC Educational Resources Information Center

Glass, Jason E.

2011-01-01

The purpose of this study was to examine teacher motivation in the context of performance-based compensation systems. The researcher specifically sought to address four research questions: 1. To what extent are teachers motivated for behavioristic/economic reasons and extrinsic rewards? 2. To what extent are teachers motivated for altruistic/PSM…

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.…

Teacher Research Programs = Increased Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2011-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.

A Primer on Building Teacher Evaluation Instruments.

ERIC Educational Resources Information Center

Bitner, Ted; Kratzner, Ron

This paper presents a primer on building a scientifically oriented teacher evaluation instrument. It stresses the importance of accurate measures and accepts the presupposition that scientific approaches provide the most accurate measures of student teacher performance. The paper discusses the scientific concepts of validity and reliability, and…

Sticky Assessments--The Impact of Teachers' Grading Standard on Pupils' School Performance

ERIC Educational Resources Information Center

Keller, Tamás

2016-01-01

This paper argues that school grades cannot be interpreted solely as a reward for a given school performance, since they also reflect teachers' assessments of pupils. A teacher's evaluation of a pupil's performance, as reflected in the grade awarded, might influence the effort that the pupil invests in learning. Grades might therefore serve as…

Utah Teacher Evaluation Project: The Park City Career Ladder Design. Final Report: Secretary's Discretionary Program, Planning Grant to Develop Teacher Incentive Programs.

ERIC Educational Resources Information Center

Peterson, Ken; And Others

The Park City School District (Utah) career ladder design provides a system in which teachers are positioned and paid according to successful performance and differentiation of responsibilities. It includes an evaluation system to differentiate among teachers. The career ladder design presents a number of innovations; for example, excellent…

The Problematic Implementation of Teacher Evaluation Policy: School Failure or Governmental Pitfall?

ERIC Educational Resources Information Center

Tuytens, Melissa; Devos, Geert

2014-01-01

Teacher evaluation policy is implemented in many countries to improve the teaching quality in schools. This paper explores the implementation of teacher evaluation policy in secondary schools in Flanders (Belgium). The case study method is used to explore the implementation process in six schools, which are selected based upon teachers' perception…

Relationship between children's performance-based motor skills and child, parent, and teacher perceptions of children's motor abilities using self/informant-report questionnaires.

PubMed

Lalor, Aislinn; Brown, Ted; Murdolo, Yuki

2016-04-01

Occupational therapists often assess the motor skill performance of children referred to them as part of the assessment process. This study investigated whether children's, parents' and teachers' perceptions of children's motor skills using valid and reliable self/informant-report questionnaires were associated with and predictive of children's actual motor performance, as measured by a standardised performance-based motor skill assessment. Fifty-five typically developing children (8-12 years of age), their parents and classroom teachers were recruited to participate in the study. The children completed the Physical Self-Description Questionnaire (PSDQ) and the Self-Perception Profile for Children. The parents completed the Developmental Profile III (DP-III) and the Developmental Coordination Disorder Questionnaire, whereas the teachers completed the Developmental Coordination Disorder Questionnaire and the Teacher's Rating Scale of Child's Actual Behavior. Children's motor performance composite scores were determined using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Spearman's rho correlation coefficients were calculated to identify if significant correlations existed and multiple linear regression was used to identify whether self/informant report data were significant predictors of children's motor skill performance. The child self-report scores had the largest number of significant correlations with the BOT-2 composites. Regression analysis found that the parent report DP-III Physical subscale was a significant predictor of the BOT-2 Manual Coordination composite and the child-report questionnaire PSDQ. Endurance subscale was a significant predictor of the BOT-2 Strength and Agility composite. The findings support the use of top-down assessment methods from a variety of sources when evaluating children's motor abilities. © 2016 Occupational Therapy Australia.

Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism.

PubMed

Mills, Caroline; Chapparo, Christine

2018-02-01

Occupational therapists consider the impact of autism spectrum disorder on occupational performance at school. Occupational therapists work with teachers to support student participation. Atypical sensory processing is common in children with autism. Therefore, collaborating with teachers to enable students with autism to appropriately process sensory information within classrooms may be necessary. This qualitative pilot study aimed to capture teachers' perceptions of using a Sensory Activity Schedule, a sensory based intervention, in the classroom. A qualitative descriptive approach was used to analyse semi-structured interview responses from 19 qualified teachers who taught children with autism from seven different autism specific special schools in NSW. Teachers were asked about their motivation to complete the intervention as well as helpful and difficult aspects of the intervention. Three main categories and eight sub-categories were identified from the 19 respondents who reported that helping their students was an important motivation for using a Sensory Activity Schedule as well as the opportunity to evaluate whether sensory based intervention was beneficial. Teachers reported that learning new ideas, working with an occupational therapist and seeing an increase in concentration and a reduction in undesired behaviours were positive aspects of utilising the intervention. Timing, staffing and fidelity of the intervention were areas of concern. Collaboration with classroom teachers is an essential part of school-based occupational therapy. Insights from teachers who implemented a sensory based intervention in the classroom assist occupational therapists to better support students with autism spectrum disorder in schools. © 2017 Occupational Therapy Australia.

Selling students short: Racial differences in teachers' evaluations of high, average, and low performing students.

PubMed

Irizarry, Yasmiyn

2015-07-01

Education scholars document notable racial differences in teachers' perceptions of students' academic skills. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study advances research on teacher perceptions by investigating whether racial differences in teachers' evaluations of first grade students' overall literacy skills vary for high, average, and low performing students. Results highlight both the overall accuracy of teachers' perceptions, and the extent and nature of possible inaccuracies, as demonstrated by remaining racial gaps net literacy test performance. Racial differences in teachers' perceptions of Black, non-White Latino, and Asian students (compared to White students) exist net teacher and school characteristics and vary considerably across literacy skill levels. Skill specific literacy assessments appear to explain the remaining racial gap for Asian students, but not for Black and non-White Latino students. Implications of these findings for education scholarship, gifted education, and the achievement gap are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

State and Local Efforts to Investigate the Validity and Reliability of Scores from Teacher Evaluation Systems

ERIC Educational Resources Information Center

Herlihy, Corinne; Karger, Ezra; Pollard, Cynthia; Hill, Heather C.; Kraft, Matthew A.; Williams, Megan; Howard, Sarah

2014-01-01

Context: In the past two years, states have implemented sweeping reforms to their teacher evaluation systems in response to Race to the Top legislation and, more recently, NCLB waivers. With these new systems, policymakers hope to make teacher evaluation both more rigorous and more grounded in specific job performance domains such as teaching…

Breaking Ground: Analysis of the Assessment System and Impact of Mexico's Teacher Incentive Program "Carrera Magisterial." Technical Report. Summary

ERIC Educational Resources Information Center

Santibariz, Lucrecia; Martinez, Jose Felipe; Datar, Ashlesha; McEwan, Patrick J.; Setodji, Claude Messan; Basurto-Davilao, Ricardo

2007-01-01

Mexico's Carrera Magisterial was instituted in 1992 and designed jointly by the federal education authorities, state authorities, and the teachers' union as a horizontal promotion system that rewards teachers with salary bonuses on the basis of their performance. Teacher performance is evaluated through a series of assessments, including teacher…

Performance Assessment as a Diagnostic Tool for Science Teachers

NASA Astrophysics Data System (ADS)

Kruit, Patricia; Oostdam, Ron; van den Berg, Ed; Schuitema, Jaap

2018-04-01

Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the empirical cycle. Evaluation of scores as well as a more substantive analysis of students' responses provided insight into typical errors that students make. It is concluded that performance assessments can be used as a diagnostic tool for monitoring students' skill performance as well as to support teachers in evaluating and improving their science lessons.

Strengthening Teacher Evaluation: What District Leaders Can Do

ERIC Educational Resources Information Center

Donaldson, Morgaen L.; Donaldson, Gordon A., Jr.

2012-01-01

School districts have typically not done a good job of managing the human side of teacher evaluation. In general, neither supervisors nor teachers find performance assessment a constructive, interpersonally respectful experience. District leaders can cultivate high-quality teaching--and attend to the human side of assessment--by taking five…

Language Teachers' Perceptions of Evaluation Criteria in Iran

ERIC Educational Resources Information Center

Ostovar Namaghi, Seyyed Ali

2013-01-01

The objectives of this study are twofold: (1) uncovering the local criteria for evaluating language-teaching performance, and (2) unraveling and conceptualizing language teachers' perception of these criteria. To this end, the study used grounded theory to collect and analyze interview data from twelve experienced language teachers who were…

Administrators' Perceptions Regarding the Effectiveness of the Teacher Observation Evaluation System

ERIC Educational Resources Information Center

Williams, Kathleen Riley

2015-01-01

This phenomenological narrative study was designed to explore public school administrators' perceptions regarding Louisiana's Compass teacher observation evaluation system as a method for assessing teacher performance. Participants were administrators with at least two years of experience as a public school administrator at the secondary level,…

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…

The Educational Warranty: Redesigning the Profession.

ERIC Educational Resources Information Center

Antonelli, George A.

Teacher education programs which guarantee the effectiveness of their graduates may help to redesign the image and substance of the teaching profession. Doane College (Nebraska), one of the pioneers with educational warranties, bases its program on previous concepts of performance contracting and criterion referenced evaluation. Doane's beginning…

The comparison of the effect of Transactional Model-based Teaching and Ordinary Education Curriculum- based Teaching programs on stress management among teachers.

PubMed

Mazloomy Mahmoodabad, Seyed Saeed; Mohammadi, Maryam; Zadeh, Davood Shojaei; Barkhordari, Abolfazl; Hosaini, Fatemeh; Kaveh, Mohammad Hossain; Malehi, Amal Saki; Rahiminegad, Mohammadkazem

2014-04-09

Regarding the effect of teachers' stress on teaching and learning processes, the researchers decided to provide a stress management program based on Transactional Model to solve this teachers' problems. Thus, this study is going to investigate the effect of Transactional Model- based Teaching and the Ordinary Education Curriculum- based Teaching programs on Yazd teachers. The study was a semi- experimental one. The sample population (200 people) was selected using categorized method. The data were collected via PSS Questionnaire and a questionnaire which its validity and reliability had been proved. Eight teaching sessions were hold for 60-90 min. Evaluation was performed in three steps. The data were described and analyzed using SPSS software version 15. Value of P<0.05 was considered as significant. The participants were 200 people of Yazd teachers of primary schools. Mean age of group 1 and 2 was 42.05±5.69 and 41.25±5.89 respectively. Independent T- Test indicated a significant mean score (p=0.000) due to perceived stress of interference groups in post interference step and follow-up one respectively. Results showed a decreasing effect of both programs, but the Transactional Model- based interference indicated to decrease stress more than the other.

Evaluating Interest in Acids-Bases: Development of an Acid-Base Interest Scale (ABIS) and Assessment of Pre-Service Science Teachers' Interest

ERIC Educational Resources Information Center

Çiçek, Ö.; Ilhan, N.

2017-01-01

Students are more likely to be successful in topics they are interested in than others. This study aims to develop an Acid-Base Interest Scale (ABIS) and subsequently evaluate the interest of pre-service science teachers in acids-bases according to gender, years at the university, type of high school the pre-service science teachers attended, and…

Teacher Attitudes about Performance Incentives in Texas: Early Reactions to the TEEG Program. Research Brief

ERIC Educational Resources Information Center

National Center on Performance Incentives, 2008

2008-01-01

A recent report published by the National Center on Performance Incentives (NCPI) presents findings from the first-year evaluation of the Texas Educator Excellence Grant (TEEG) program, one of several statewide educator incentive programs in Texas. Findings are based on the responses of full-time instructional personnel at over 1,000 TEEG schools…

Research Experiences for Science Teachers: The Impact On Their Students

NASA Astrophysics Data System (ADS)

Dubner, J.

2005-12-01

Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods of time than more conventionally trained teachers. Most importantly, the performance of their students improves; students of participating teachers have a higher pass rate on New York State Science Regents examinations than students in classes of non-participating teachers in the same schools. Student outcomes data will be presented for both Columbia's program and from a multi-site study, which Columbia's program headed up.

Teacher Accountability at High Performing Charter Schools

ERIC Educational Resources Information Center

Aguirre, Moises G.

2016-01-01

This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…

Exploratory Factor Analysis and Psychometric Evaluation of the Teacher Reporting Attitude Scale for Child Sexual Abuse

ERIC Educational Resources Information Center

Walsh, Kerryann; Rassafiani, Mehdi; Mathews, Ben; Farrell, Ann; Butler, Des

2012-01-01

This paper presents an evaluation of an instrument to measure teachers' attitudes toward reporting child sexual abuse and discusses the instrument's merit for research into reporting practice. Based on responses from 444 Australian teachers, the Teachers' Reporting Attitude Scale for Child Sexual Abuse was evaluated using exploratory factor…

Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? Technical Appendix. NCEE 2011-4016

ERIC Educational Resources Information Center

Glazerman, Steven; Max, Jeffrey

2011-01-01

This appendix describes the methods and provides further detail to support the evaluation brief, "Do Low-Income Students Have Equal Access to the Highest-Performing Teachers?" (Contains 8 figures, 6 tables and 5 footnotes.) [For the main report, "Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? NCEE…

Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? NCEE Evaluation Brief. NCEE 2011-4016

ERIC Educational Resources Information Center

Glazerman, Steven; Max, Jeffrey

2011-01-01

This brief describes the prevalence of highest-performing teachers in ten purposely selected districts across seven states. The overall patterns indicate that low-income students have unequal access, on average, to the district's highest-performing teachers at the middle school level but not at the elementary level. However, there is evidence of…

Instructional Effects of a Performance Support System Designed to Guide Preservice Teachers in Developing Technology Integration Strategies

ERIC Educational Resources Information Center

Kalota, Faisal; Hung, Wei-Chen

2013-01-01

The purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just-in-time support to perform various tasks. Because teachers have time constraints, a PSS can be used…

Fostering Lifelong Learning--Evaluation of a Teacher Education Program for Professional Teachers

ERIC Educational Resources Information Center

Finsterwald, Monika; Wagner, Petra; Schober, Barbara; Luftenegger, Marko; Spiel, Christiane

2013-01-01

Modern economics has placed lifelong learning (LLL) at the center of an intensive ongoing political debate. Evidenced-based interventions are needed, not only in continuing education courses for teachers, but also in schools. This paper introduces evaluation results of TALK, a teacher education program for professional teachers with the objective…

Teacher Research Experience Programs = Increase in Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2010-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.

Approaches for Combining Multiple Measures of Teacher Performance: Reliability, Validity, and Implications for Evaluation Policy

ERIC Educational Resources Information Center

Martínez, José Felipe; Schweig, Jonathan; Goldschmidt, Pete

2016-01-01

A key question facing teacher evaluation systems is how to combine multiple measures of complex constructs into composite indicators of performance. We use data from the Measures of Effective Teaching (MET) study to investigate the measurement properties of composite indicators obtained under various conjunctive, disjunctive (or complementary),…

Special Education Professional Standards: How Important Are They in the Context of Teacher Performance Evaluation?

ERIC Educational Resources Information Center

Woolf, Sara B.

2015-01-01

Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to…

Dance-the-Music: an educational platform for the modeling, recognition and audiovisual monitoring of dance steps using spatiotemporal motion templates

NASA Astrophysics Data System (ADS)

Maes, Pieter-Jan; Amelynck, Denis; Leman, Marc

2012-12-01

In this article, a computational platform is presented, entitled "Dance-the-Music", that can be used in a dance educational context to explore and learn the basics of dance steps. By introducing a method based on spatiotemporal motion templates, the platform facilitates to train basic step models from sequentially repeated dance figures performed by a dance teacher. Movements are captured with an optical motion capture system. The teachers' models can be visualized from a first-person perspective to instruct students how to perform the specific dance steps in the correct manner. Moreover, recognition algorithms-based on a template matching method-can determine the quality of a student's performance in real time by means of multimodal monitoring techniques. The results of an evaluation study suggest that the Dance-the-Music is effective in helping dance students to master the basics of dance figures.

A Field-Based Curriculum Model for Earth Science Teacher-Preparation Programs.

ERIC Educational Resources Information Center

Dubois, David D.

1979-01-01

This study proposed a model set of cognitive-behavioral objectives for field-based teacher education programs for earth science teachers. It describes field experience integration into teacher education programs. The model is also applicable for evaluation of earth science teacher education programs. (RE)

The Evaluation of Teachers.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Div. of Instruction and Professional Development.

The several components of this package on the evaluation of teachers and educational programs are designed to help affiliates deal constructively with the subject. The issue of evaluation continues to intensify as state legislatures increasingly mandate that evaluation systems be imposed throughout the state to measure the performance of teachers…

Teacher and Student Intrinsic Motivation in Project-Based Learning

ERIC Educational Resources Information Center

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

A Constructive Response to the APU.

ERIC Educational Resources Information Center

Galton, Maurice

1979-01-01

Suggesting that, like the National Assessment of Educational Progress (NAEP) in the United States, Britain's Assessment of Performance Unit is likely to evoke opposition, the author proposes a teacher-based assessment system as an alternative. (SJL) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Evaluation).

Long-Term Effects of Teacher Performance Pay: Experimental Evidence from India

ERIC Educational Resources Information Center

Muralidharan, Karthik

2012-01-01

While the idea of teacher performance-pay is increasingly making its way into policy, the evidence on the effectiveness of such programs is both limited and mixed. The central questions in the literature on teacher performance pay to date have been whether teacher performance pay based on test scores can improve student achievement, and whether…

Academic competencies for medical faculty.

PubMed

Harris, Dona L; Krause, Katherine C; Parish, David C; Smith, Mike U

2007-05-01

Physicians and basic scientists join medical school faculties after years of education. These individuals are then required to function in roles for which they have had little preparation. While competencies needed to perform in medical school, residency, and practice are defined, there is little guidance for faculty. An expert advisory group of the Faculty Futures Initiative developed a document delineating competencies required for successful medical faculty. The proportion of time faculty in various roles should allocate to activities related to each competency was also identified. Competencies and time allocations were developed for various teacher/administrators, teacher/educators, teacher/researchers, and teacher/clinicians. This work was validated by multiple reviews by an external panel. Trial implementation of the products has occurred in faculty development programs at four medical schools to guide in planning, career guidance, and evaluations of faculty fellows. The competencies and time allocations presented here help faculty and institutions define skills needed for particular faculty roles, plan for faculty evaluation, mentoring and advancement, and design faculty development programs based on identified needs.

Evaluating effectiveness of dynamic soundfield system in the classroom.

PubMed

da Cruz, Aline Duarte; Alves Silvério, Kelly Cristina; Da Costa, Aline Roberta Aceituno; Moret, Adriane Lima Mortari; Lauris, José Roberto Pereira; de Souza Jacob, Regina Tangerino

2016-01-01

Research has reported on the use of soundfield amplification devices in the classroom. However, no study has used standardized tests to determine the potential advantages of the dynamic soundfield system for normally hearing students and for the teacher's voice. Our aim was to evaluate the impact of using dynamic soundfield system on the noise of the classroom, teacher's voice and students' academic performance. This was a prospective cohort study in which 20 student participants enrolled in the third year of basic education were divided into two groups (i.e., control and experimental); their teacher participated. The experimental group was exposed to the dynamic soundfield system for 3 consecutive months. The groups were assessed using standardized tests to evaluate their academic performance. Further, questionnaires and statements were collected on the participants' experience of using the soundfield system. We statistically analyzed the results to compare the academic performance of the control group with that of the experimental group. In all cases, a significance level of P < .05 was adopted. Use of the dynamic soundfield system was effective for improving the students' academic performance on standardized tests for reading, improving the teacher's speech intelligibility, and reducing the teacher's vocal strain. The dynamic soundfield system minimizes the impact of noise in the classroom as demonstrated by the mensuration of the signal-to-noise ratio (SNR) and pupil performance on standardized tests for reading and student and teacher ratings of amplification system effectiveness.

Using a systematic conceptual model for a process evaluation of a middle school obesity risk-reduction nutrition curriculum intervention: choice, control & change.

PubMed

Lee, Heewon; Contento, Isobel R; Koch, Pamela

2013-03-01

To use and review a conceptual model of process evaluation and to examine the implementation of a nutrition education curriculum, Choice, Control & Change, designed to promote dietary and physical activity behaviors that reduce obesity risk. A process evaluation study based on a systematic conceptual model. Five middle schools in New York City. Five hundred sixty-two students in 20 classes and their science teachers (n = 8). Based on the model, teacher professional development, teacher implementation, and student reception were evaluated. Also measured were teacher characteristics, teachers' curriculum evaluation, and satisfaction with teaching the curriculum. Descriptive statistics and Spearman ρ correlation for quantitative analysis and content analysis for qualitative data were used. Mean score of the teacher professional development evaluation was 4.75 on a 5-point scale. Average teacher implementation rate was 73%, and the student reception rate was 69%. Ongoing teacher support was highly valued by teachers. Teacher satisfaction with teaching the curriculum was highly correlated with student satisfaction (P < .05). Teacher perception of amount of student work was negatively correlated with implementation and with student satisfaction (P < .05). Use of a systematic conceptual model and comprehensive process measures improves understanding of the implementation process and helps educators to better implement interventions as designed. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project

ERIC Educational Resources Information Center

Steinberg, Matthew P.; Sartain, Lauren

2015-01-01

Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal-teacher dialogue. The pilot began in forty-four elementary schools in 2008-09 (cohort 1) and scaled up to include an additional forty-eight…

Facilitating Evaluations of Innovative, Competence-Based Assessments: Creating Understanding and Involving Multiple Stakeholders

ERIC Educational Resources Information Center

Gulikers, Judith T. M.; Baartman, Liesbeth K. J.; Biemans, Harm J. A.

2010-01-01

Schools are held more responsible for evaluating, quality assuring and improving their student assessments. Teachers' lack of understanding of new, competence-based assessments as well as the lack of key stakeholders' involvement, hamper effective and efficient self-evaluations by teachers of innovative, competence-based assessments (CBAs). While…

Enfranchising the Profession through Evaluation: A Story from Australia

ERIC Educational Resources Information Center

Clinton, Janet; Dawson, Georgia

2018-01-01

Educational reform in Australia recognizes the need for an effective teacher evaluation system but has fallen short of actually prescribing one. Current practice does not align to policy intent, with teacher evaluation largely an exercise in compliance around performance management as opposed to a process that promotes evaluative thinking,…

Evaluating the Impact of Teacher Professional Development: An Evidence-Based Framework

ERIC Educational Resources Information Center

King, Fiona

2014-01-01

Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain…

Teacher Evaluation in Chile: Highlights and Complexities in 13 Years of Experience

ERIC Educational Resources Information Center

Avalos-Bevan, Beatrice

2018-01-01

The paper examines the process of establishing a teacher evaluation system in Chile and its acceptance by teachers over time. The conceptual base upon which the system was established is described. Evidence is also examined from a variety of data sources and research related to the evaluation system as well as teachers' use of its results. This…

The Evaluation of Foreign-Language-Teacher Education Programmes

ERIC Educational Resources Information Center

Peacock, Matthew

2009-01-01

This article presents a new procedure for the evaluation of EFL teacher-training programmes based on principles of programme evaluation and foreign-language-teacher (FLT) education. The procedure focuses on programme strengths and weaknesses and how far the programme meets the needs of students. I tested the procedure through an evaluation of a…

Teacher Evaluation Processes in Lebanon's Catholic Schools: A Problem-Based Learning Project

ERIC Educational Resources Information Center

Wakim, Antonio Joseph

2013-01-01

Teacher effectiveness has been on the decline in Catholic schools in Lebanon due to many factors, including, the lack of efficiency and competency of teachers and the lack of professional development opportunities. Much of this is due to the absence of an effective teacher evaluation system. As a result, many unqualified teachers are becoming…

Assessing Meritorious Teacher Performance: A Differential Validity Study.

ERIC Educational Resources Information Center

Ellett, Chad D; Capie, William

The Teacher Assessment and Development System (TADS) - Meritorious Teacher Program (MTP) FORM instrument is used in the Dade County Public Schools, Miami, Florida, to evaluate teachers. Its validity for decisions concerning merit pay for master teachers was examined in this study. Specifically, its ability to discriminate between high performing…

Students and Teacher Academic Evaluation Perceptions: Methodology to Construct a Representation Based on Actionable Knowledge Discovery Framework

ERIC Educational Resources Information Center

Molina, Otilia Alejandro; Ratté, Sylvie

2017-01-01

This research introduces a method to construct a unified representation of teachers and students perspectives based on the actionable knowledge discovery (AKD) and delivery framework. The representation is constructed using two models: one obtained from student evaluations and the other obtained from teachers' reflections about their teaching…

Evaluation of the Effects of Sensory Integration-Based Intervention by a Preschool Special Education Teacher

ERIC Educational Resources Information Center

Bonggat, Penelope Wong; Hall, Laura J.

2010-01-01

This study addresses the call for increased research on common public school practices and progress monitoring by public school teachers. An alternating treatment design was implemented by a preschool teacher to evaluate the effect of sensory-integration based activities compared with an attention control on the on task behavior of three…

Investing in Development: Six High-Performing, High-Poverty Schools Implement the Massachusetts Teacher Evaluation Policy

ERIC Educational Resources Information Center

Reinhorn, Stefanie K.; Johnson, Susan Moore; Simon, Nicole S.

2017-01-01

We studied how six high-performing, high-poverty schools in one large Massachusetts city implemented the state's new teacher evaluation policy. The sample includes traditional, turnaround, restart, and charter schools, each of which had received the state's highest accountability rating. We sought to learn how these successful schools approached…

Granting Teachers the "Benefit of the Doubt" in Performance Evaluations

ERIC Educational Resources Information Center

Rogge, Nicky

2011-01-01

Purpose: This paper proposes a benefit of the doubt (BoD) approach to construct and analyse teacher effectiveness scores (i.e. SET scores). Design/methodology/approach: The BoD approach is related to data envelopment analysis (DEA), a linear programming tool for evaluating the relative efficiency performance of a set of similar units (e.g. firms,…

[Teacher's perfomance assessment in Family Medicine specialization].

PubMed

Martínez-González, Adrián; Gómez-Clavelina, Francisco J; Hernández-Torres, Isaías; Flores-Hernández, Fernando; Sánchez-Mendiola, Melchor

2016-01-01

In Mexico there is no systematic evaluation of teachers in medical specialties. It is difficult to identify appropriate teaching practices. The lack of evaluation has limited the recognition and improvement of teaching. The objective of this study was to analyze feedback from students about teaching activities of teachers-tutors responsible for the specialization course in family medicine, and evaluate the evidence of reliability and validity of the instrument applied online. It was an observational and cross-sectional study. Seventy eight teachers of Family Medicine of medical residency were evaluated by 734 resident´s opinion. The anonymous questionnaire to assess teaching performance by resident's opinion and it is composed of 5 dimensions using a Likert scale. Descriptive and inferential statistics (t test, one-way ANOVA and factor analysis) were used. Residents stated that teaching performance is acceptable, with an average of 4.25 ± 0.93. The best valued dimension was "Methodology" with an average of 4.34 ± .92 in contrast to the "assessment" dimension with 4.16 ± 1.04. Teachers of specialization in family medicine have acceptable performance by resident's opinion. The online assessment tool meets the criteria of validity and reliability.

Tertiary Teachers and Student Evaluations: Never the Twain Shall Meet?

ERIC Educational Resources Information Center

Stein, Sarah J.; Spiller, Dorothy; Terry, Stuart; Harris, Trudy; Deaker, Lynley; Kennedy, Jo

2013-01-01

Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and…

A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning

NASA Astrophysics Data System (ADS)

Senocak, Erdal; Taskesenligil, Yavuz; Sozbilir, Mustafa

2007-07-01

The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed learning, cooperative learning and critical thinking.

75 FR 26200 - Proposed Information Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-11

... School-Based Learn and Serve America Teacher Recruitment Process. The Teacher Recruitment Process will identify and recruit teachers for participation in the National Evaluation of School-Based Learn and Serve... are implementing Learn and Serve America funded service-learning programs. Teachers identified by...

An Evaluation of an Automated Approach to Concept-Based Grammar Instruction

ERIC Educational Resources Information Center

Lyddon, Paul A.

2012-01-01

Acquiring sufficient linguistic proficiency to perform competently in academic and professional contexts generally requires substantial study time beyond what most language programs can offer in the classroom. As such, teachers and students alike would benefit considerably from high quality self-access materials promoting independent learning out…

Creative Science Teaching Labs: New Dimensions in CPD

ERIC Educational Resources Information Center

Chappell, Kerry; Craft, Anna

2009-01-01

This paper offers analysis and evaluation of "Creative Science Teaching (CST) Labs III", a unique and immersive approach to science teachers' continuing professional development (CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving specialists from the arts, science and technology as integral. Articulating…

Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.

PubMed

Erlich, Deborah R; Shaughnessy, Allen F

2014-04-01

While most medical schools have students teach other students, few offer formal education in teaching skills, and fewer provide teaching theory together with experiential teaching practice. Furthermore, curriculum evaluation of teaching education is lacking. This study aimed to examine effects of a novel didactic teaching curriculum for students embedded in a practical teaching experience. A longitudinal 12-week curriculum with complementary didactic and practical components for final-year students learning how to teach was developed, implemented and evaluated using a multi-level evaluation based on the Kirkpatrick approach with qualitative and quantitative methods. Thirteen student-teachers acquired measureable knowledge, skills and attitudes necessary for teaching excellence. Confidence in teaching increased (p < 0.001), particularly in four key areas: oral feedback, written feedback, mentoring, and the difficult learner. Student-teachers demonstrated teaching competence as determined by self-assessment, student feedback, and faculty observation. Top teachers impacted their first-year students' performance in patient interviewing as measured by Objective Structured Clinical Examination (OSCE). Reinforcing educational theory with practical teaching experience under direct faculty supervision promotes teaching competency for graduating medical students. The intertwined didactic plus practical model can be applied to various teaching contexts to fulfil the mandate that medical schools train graduates in core teaching knowledge, skills and attitudes in preparation for their future roles as clinical teachers.

Connecting Teacher Preparation to Teacher Induction: Outcomes for Beginning Teachers in a University-Based Support Program in Low-Performing Schools

ERIC Educational Resources Information Center

Bastian, Kevin C.; Marks, Julie T.

2017-01-01

Given concerns with the performance and attrition of novice teachers, North Carolina allocated $7.7 million from Race to the Top to create the New Teacher Support Program (NTSP), an induction model developed and implemented by the state's public university system and targeted at low-performing schools. In this study, we assess the associations…

Do Expert Clinical Teachers Have a Shared Understanding of What Constitutes a Competent Reasoning Performance in Case-Based Teaching?

ERIC Educational Resources Information Center

Gauthier, Geneviève; Lajoie, Susanne P.

2014-01-01

To explore the assessment challenge related to case based learning we study how experienced clinical teachers--i.e., those who regularly teach and assess case-based learning--conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate…

Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says. REL 2013-002

ERIC Educational Resources Information Center

Gill, Brian; Bruch, Julie; Booker, Kevin

2013-01-01

States are increasingly interested in including measures of student achievement growth, or "value- added," in evaluating teachers. Annual state assessments, however, which are the typical measure of student growth, usually cover only reading and math teachers and only in grades 4-8. These state assessments thus cannot …

Evaluating Students with Disabilities and Their Teachers: Use of Student Learning Objectives

ERIC Educational Resources Information Center

Joyce, Jeanette; Harrison, Judith R.; Murphy, Danielle

2016-01-01

Over the past decade, there has been a movement toward increased accountability, focusing on teacher performance, in U.S. education. The purpose of this chapter is to discuss student learning objectives (SLOs) as one component of high-stakes teacher evaluation systems, within the context of learners with special needs. We describe SLOs and their…

Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates

ERIC Educational Resources Information Center

Demir, Sibel

2015-01-01

The aim of this study was to evaluate and determine the critical thinking and reflective thinking skills of science teacher candidates. The study was performed with the participation of 30 teacher candidates enrolled in the science teaching department of a university in Turkey. Scales administered during the study included the California Critical…

Legal Aspects of Teacher Evaluation.

ERIC Educational Resources Information Center

Hazard, William R.

The performance evaluation of tenured teachers in the public schools raises significant legal issues particularly in the context of recent education reform efforts. Collective bargaining has expanded to become a central part of labor relations in public schools and has served often to neutralize threatening evaluations. As reform efforts demand…

Soft Research on a Hard Subject: Student Evaluations Reconsidered

ERIC Educational Resources Information Center

Soper, John C.

1973-01-01

Methods of evaluation of faculty classroom performance are considered. The author cites research studies which attempt to assess the validity of student evaluations of teachers. Data are presented suggesting that the students' perceptions of their teachers' abilities are not connected with what those students learn. (SM)

National Assessments for Student Teachers: Documenting Teaching Readiness to the Tipping Point

ERIC Educational Resources Information Center

Margolis, Jason; Doring, Anne

2013-01-01

To evaluate the impact of the emergent national teacher performance assessment (TPA) on student teachers, this study examined a pilot implementation at one university in Washington State during Spring 2011. The qualitative research focused on the lived experience of those directly affected by TPA implementation: student teachers, mentor teachers,…

Evaluating Student-Teacher Linkage Data in Teacher Incentive Fund (TIF) Sites: Acquisition, Verification, and System Development. The Harvesting Project

ERIC Educational Resources Information Center

Watson, Jeffery; Witham, Peter; St. Louis, Timothy

2010-01-01

The U.S. Department of Education Teacher Incentive Fund (TIF) seeks to transform education compensation systems so that principal and teacher performance (measured through classroom productivity measures) connects to compensation. Classroom-level productivity measures require robust student-teacher linkage data. Organizations such as the…

An Evaluation of Local Teacher Support Strategies for the Implementation of Inquiry-Based Science Education in French Primary Schools

ERIC Educational Resources Information Center

Delclaux, Monique; Saltiel, Edith

2013-01-01

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were…

The Functional Effect of Teacher Positive and Neutral Affect on Task Performance of Students with Significant Disabilities

ERIC Educational Resources Information Center

Park, Sungho; Singer, George H. S.; Gibson, Mary

2005-01-01

The study uses an alternating treatment design to evaluate the functional effect of teacher's affect on students' task performance. Tradition in special education holds that teachers should engage students using positive and enthusiastic affect for task presentations and praise. To test this assumption, we compared two affective conditions. Three…

Student Performance Data in the Classroom: Measurement and Evaluation of Student Progress.

ERIC Educational Resources Information Center

Cooke, Nancy L.; And Others

1991-01-01

This survey of 510 special education teachers found that most teachers collect, record, and use data on student performance to determine instructional effectiveness, appropriate time to move students to the next skill, and which objectives have been met. Only one-third of teachers used graphs for displaying and interpreting data. (Author/JDD)

Development, implementation and pilot evaluation of a Web-based Virtual Patient Case Simulation environment – Web-SP

PubMed Central

Zary, Nabil; Johnson, Gunilla; Boberg, Jonas; Fors, Uno GH

2006-01-01

Background The Web-based Simulation of Patients (Web-SP) project was initiated in order to facilitate the use of realistic and interactive virtual patients (VP) in medicine and healthcare education. Web-SP focuses on moving beyond the technology savvy teachers, when integrating simulation-based education into health sciences curricula, by making the creation and use of virtual patients easier. The project strives to provide a common generic platform for design/creation, management, evaluation and sharing of web-based virtual patients. The aim of this study was to evaluate if it was possible to develop a web-based virtual patient case simulation environment where the entire case authoring process might be handled by teachers and which would be flexible enough to be used in different healthcare disciplines. Results The Web-SP system was constructed to support easy authoring, management and presentation of virtual patient cases. The case authoring environment was found to facilitate for teachers to create full-fledged patient cases without the assistance of computer specialists. Web-SP was successfully implemented at several universities by taking into account key factors such as cost, access, security, scalability and flexibility. Pilot evaluations in medical, dentistry and pharmacy courses shows that students regarded Web-SP as easy to use, engaging and to be of educational value. Cases adapted for all three disciplines were judged to be of significant educational value by the course leaders. Conclusion The Web-SP system seems to fulfil the aim of providing a common generic platform for creation, management and evaluation of web-based virtual patient cases. The responses regarding the authoring environment indicated that the system might be user-friendly enough to appeal to a majority of the academic staff. In terms of implementation strengths, Web-SP seems to fulfil most needs from course directors and teachers from various educational institutions and disciplines. The system is currently in use or under implementation in several healthcare disciplines at more than ten universities worldwide. Future aims include structuring the exchange of cases between teachers and academic institutions by building a VP library function. We intend to follow up the positive results presented in this paper with other studies looking at the learning outcomes, critical thinking and patient management. Studying the potential of Web-SP as an assessment tool will also be performed. More information about Web-SP: PMID:16504041

Development, implementation and pilot evaluation of a Web-based Virtual Patient Case Simulation environment--Web-SP.

PubMed

Zary, Nabil; Johnson, Gunilla; Boberg, Jonas; Fors, Uno G H

2006-02-21

The Web-based Simulation of Patients (Web-SP) project was initiated in order to facilitate the use of realistic and interactive virtual patients (VP) in medicine and healthcare education. Web-SP focuses on moving beyond the technology savvy teachers, when integrating simulation-based education into health sciences curricula, by making the creation and use of virtual patients easier. The project strives to provide a common generic platform for design/creation, management, evaluation and sharing of web-based virtual patients. The aim of this study was to evaluate if it was possible to develop a web-based virtual patient case simulation environment where the entire case authoring process might be handled by teachers and which would be flexible enough to be used in different healthcare disciplines. The Web-SP system was constructed to support easy authoring, management and presentation of virtual patient cases. The case authoring environment was found to facilitate for teachers to create full-fledged patient cases without the assistance of computer specialists. Web-SP was successfully implemented at several universities by taking into account key factors such as cost, access, security, scalability and flexibility. Pilot evaluations in medical, dentistry and pharmacy courses shows that students regarded Web-SP as easy to use, engaging and to be of educational value. Cases adapted for all three disciplines were judged to be of significant educational value by the course leaders. The Web-SP system seems to fulfil the aim of providing a common generic platform for creation, management and evaluation of web-based virtual patient cases. The responses regarding the authoring environment indicated that the system might be user-friendly enough to appeal to a majority of the academic staff. In terms of implementation strengths, Web-SP seems to fulfil most needs from course directors and teachers from various educational institutions and disciplines. The system is currently in use or under implementation in several healthcare disciplines at more than ten universities worldwide. Future aims include structuring the exchange of cases between teachers and academic institutions by building a VP library function. We intend to follow up the positive results presented in this paper with other studies looking at the learning outcomes, critical thinking and patient management. Studying the potential of Web-SP as an assessment tool will also be performed. More information about Web-SP: http://websp.lime.ki.se.

What Makes for a Good Teacher and Who Can Tell? Working Paper 30

ERIC Educational Resources Information Center

Harris, Douglas N.; Sass, Tim R.

2009-01-01

Mounting pressure in the policy arena to improve teacher productivity either by improving signals that predict teacher performance or through creating incentive contracts based on performance--has spurred two related questions: Are there important determinants of teacher productivity that are not captured by teacher credentials but that can be…

Evaluators' Perceptions of Teachers' Use of Behavior Alteration Techniques.

ERIC Educational Resources Information Center

Allen, Terre; Edwards, Renee

1988-01-01

Examines which message-based behavior alteration techniques (BATs) teacher evaluators perceive as commonly used by good, average, and poor teachers. Reports that principals equate reward-type messages with effective teaching and punishment-type messages with ineffective teaching. (MM)

Development of a Base for the Re-evaluation of the Professional Segment of the Master of Science Degree Program in Industrial Education at the University of Wisconsin-Stout. Part V: Frequency and Importance of Their Professional Tasks as Reported by Wisconsin Capstone Industrial Education Teachers.

ERIC Educational Resources Information Center

Wright, Lawrence S.

This document presents data on the frequency with which Wisconsin capstone industrial education teachers perform their professional tasks and on the importance which they attach to these professional tasks. The data are presented in a series of tables and in two appendixes. This study is part of a larger study of junior, junior-senior, senior high…

Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations

ERIC Educational Resources Information Center

Warkentien, Michael

2016-01-01

The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual…

Professional Teacher Education Module Series. Assess Student Performance: Knowledge, Module D-2 of Category D--Instructional Evaluation.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This second in a series of six learning modules on instructional evaluation is designed to give secondary and postsecondary vocational teachers help in assessing student performance as it relates to knowledge of the facts, data, related information, and procedures taught in their vocational courses. The terminal objective for the module is to…

Re-Framing Teacher Evaluation Discourse in the Media: An Analysis and Narrative-Based Proposal

ERIC Educational Resources Information Center

Ulmer, Jasmine B.

2016-01-01

Recent publications by major newspapers in the USA have reinforced the perception that teacher quality represents a national crisis. By releasing individual teacher evaluation data in online, searchable databases, several newspapers have influenced public perceptions of teachers and teaching. A framing analysis of selected media events and…

Edulabs AGIRE Project--Evaluation of ICT Integration in Teaching Strategies

ERIC Educational Resources Information Center

Pombo, Lúcia; Carlos, Vânia; Loureiro, Maria João

2017-01-01

The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers' initial…

Student Teachers' Views about Assessment and Evaluation Methods in Mathematics

ERIC Educational Resources Information Center

Dogan, Mustafa

2011-01-01

This study aimed to find out assessment and evaluation approaches in a Mathematics Teacher Training Department based on the views and experiences of student teachers. The study used a descriptive survey method, with the research sample consisting of 150 third- and fourth-year Primary Mathematics student teachers. Data were collected using a…

Assessment! The Foundation to This Performance/Field-Based Teacher Preparation Program.

ERIC Educational Resources Information Center

Schmitz, Steve; Veilbig, Cindy; Fitch, Lanny; Alawiye, Osman

This report describes the assessment practices of the undergraduate performance and field-based teacher preparation programs of Central Washington University. The undergraduate program involves 2-year programs for elementary school teacher candidates in 3 school districts. Portfolios are used in this program as a means of authentic assessment and…

The Mesa Arizona Pupil Tracking System

NASA Technical Reports Server (NTRS)

Wright, D. L.

1973-01-01

A computer-based Pupil Tracking/Teacher Monitoring System was designed for Mesa Public Schools, Mesa, Arizona. The established objectives of the system were to: (1) facilitate the economical collection and storage of student performance data necessary to objectively evaluate the relative effectiveness of teachers, instructional methods, materials, and applied concepts; and (2) identify, on a daily basis, those students requiring special attention in specific subject areas. The system encompasses computer hardware/software and integrated curricula progression/administration devices. It provides daily evaluation and monitoring of performance as students progress at class or individualized rates. In the process, it notifies the student and collects information necessary to validate or invalidate subject presentation devices, methods, materials, and measurement devices in terms of direct benefit to the students. The system utilizes a small-scale computer (e.g., IBM 1130) to assure low-cost replicability, and may be used for many subjects of instruction.

The Effect of Specific Training And Intervention Upon The Performance Of Classroom Teacher Collaboration Activity In Teacher Education.

ERIC Educational Resources Information Center

Smith, Howard W., Jr.

This report evaluates the effectiveness of a module for classroom teachers. The development of this module was an attempt to assist teachers in functioning more effectively in the education decision making process. This module focused on teacher participation and roles in teacher education programs and gave special attention to competency based…

Evaluating effectiveness of dynamic soundfield system in the classroom

PubMed Central

da Cruz, Aline Duarte; Alves Silvério, Kelly Cristina; Da Costa, Aline Roberta Aceituno; Moret, Adriane Lima Mortari; Lauris, José Roberto Pereira; de Souza Jacob, Regina Tangerino

2016-01-01

Research has reported on the use of soundfield amplification devices in the classroom. However, no study has used standardized tests to determine the potential advantages of the dynamic soundfield system for normally hearing students and for the teacher's voice. Our aim was to evaluate the impact of using dynamic soundfield system on the noise of the classroom, teacher's voice and students’ academic performance. This was a prospective cohort study in which 20 student participants enrolled in the third year of basic education were divided into two groups (i.e., control and experimental); their teacher participated. The experimental group was exposed to the dynamic soundfield system for 3 consecutive months. The groups were assessed using standardized tests to evaluate their academic performance. Further, questionnaires and statements were collected on the participants’ experience of using the soundfield system. We statistically analyzed the results to compare the academic performance of the control group with that of the experimental group. In all cases, a significance level of P < .05 was adopted. Use of the dynamic soundfield system was effective for improving the students’ academic performance on standardized tests for reading, improving the teacher's speech intelligibility, and reducing the teacher's vocal strain. The dynamic soundfield system minimizes the impact of noise in the classroom as demonstrated by the mensuration of the signal-to-noise ratio (SNR) and pupil performance on standardized tests for reading and student and teacher ratings of amplification system effectiveness. PMID:26780961

What Is a Scientific Experiment? The Impact of a Professional Development Course on Teachers' Ability to Design an Inquiry-Based Science Curriculum

ERIC Educational Resources Information Center

Pérez, María del Carmen B.; Furman, Melina

2016-01-01

Designing inquiry-based science lessons can be a challenge for secondary school teachers. In this study we evaluated the development of in-service teachers' lesson plans as they took part in a 10-month professional development course in Peru which engaged teachers in the design of inquiry-based lessons. At the beginning, most teachers designed…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

PubMed

Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

2012-03-01

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

Providing for the Needs of New Teachers: A Study of New Teacher Induction in a Rural School District in Central North Carolina

ERIC Educational Resources Information Center

Powell, Lori T.

2016-01-01

This study evaluated the effectiveness of a new teacher induction program as implemented in a rural school district in central North Carolina. All beginning teachers with 3 or less years of experience, all school-based administrators, and all mentoring teachers were the target participants. The purpose of the study was to evaluate the…

Description and effects of sequential behavior practice in teacher education.

PubMed

Sharpe, T; Lounsbery, M; Bahls, V

1997-09-01

This study examined the effects of a sequential behavior feedback protocol on the practice-teaching experiences of undergraduate teacher trainees. The performance competencies of teacher trainees were analyzed using an alternative opportunities for appropriate action measure. Data support the added utility of sequential (Sharpe, 1997a, 1997b) behavior analysis information in systematic observation approaches to teacher education. One field-based undergraduate practicum using sequential behavior (i.e., field systems analysis) principles was monitored. Summarized are the key elements of the (a) classroom instruction provided as a precursor to the practice teaching experience, (b) practice teaching experience, and (c) field systems observation tool used for evaluation and feedback, including multiple-baseline data (N = 4) to support this approach to teacher education. Results point to (a) the strong relationship between sequential behavior feedback and the positive change in four preservice teachers' day-to-day teaching practices in challenging situational contexts, and (b) the relationship between changes in teacher practices and positive changes in the behavioral practices of gymnasium pupils. Sequential behavior feedback was also socially validated by the undergraduate participants and Professional Development School teacher supervisors in the study.

Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems

ERIC Educational Resources Information Center

Ballou, Dale; Springer, Matthew G.

2015-01-01

Our aim in this article is to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures. We focus on four: (1) taking into account measurement error in teacher assessments, (2) revising teachers' scores as more information becomes available about their students,…

Evaluating Socio-Cultural Pedagogy in a Distance Teacher Education Program

ERIC Educational Resources Information Center

Teemant, Annela

2005-01-01

Increasing pressure has been placed on teacher education to prepare teachers to educate bilingual/bicultural students using scientifically-based teaching methods. Socio-cultural theory and pedagogy have emerged as a research-based foundation for diversity teacher preparation. Socio-cultural theory rests on the premise that learning is social,…

Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study.

PubMed

Kirkhaug, Bente; Drugli, May Britt; Handegård, Bjørn Helge; Lydersen, Stian; Åsheim, Merethe; Fossum, Sturla

2016-10-26

Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training. A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1 st - 3 rd grade (age 6-8 years) assessed by their teacher as having severe externalizing problems on the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3- level linear mixed models analysis. In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.

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

ERIC Educational Resources Information Center

Balls, John Daniel

2013-01-01

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

The Impact of Teacher Observations with Coordinated Professional Development on Student Performance: A 27-State Program Evaluation

ERIC Educational Resources Information Center

Shaha, Steven H.; Glassett, Kelly F.; Copas, Aimee

2015-01-01

The impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States. Teacher observations conducted by school leaders or designated internal coaches were coordinated with PD offerings aligned with intended teacher improvements. The PD involved…

PBTE (Performance-Based Teacher Education); Vol 2, No. 5, November 1973.

ERIC Educational Resources Information Center

Andrews, Theodore E., Ed.

This issue of the Multi-State Consortium on Performance-Based Teacher Education (PBTE) newsletter presents an examination of Florida International University's efforts over two academic years to develop and implement performance-based curricula across all of its programs at both the undergraduate and graduate levels. Efforts were aimed at…

Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers

ERIC Educational Resources Information Center

Rupprecht, Silke; Paulus, Peter; Walach, Harald

2017-01-01

Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot nonrandomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method…

Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers

ERIC Educational Resources Information Center

Rupprecht, Silke; Paulu, Peter; Walach, Harald

2017-01-01

Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot non-randomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method…

An "Education Professions Performance Development Act": A Prospectus for Providing "Highly Qualified" and More Motivated Teachers and Leaders for America's Schools

ERIC Educational Resources Information Center

Guthrie, James W.

2005-01-01

Classroom teachers are among the few remaining employee groups whose evaluations and remuneration are generally unrelated to their performance. However, it is difficult to appraise a teacher's effectiveness by achievement of pupils because learning is not under an instructor's complete influence. New measurement techniques are emerging, however,…

Dangerous Mind Games: Are We Ready to Overhaul the Teaching Profession? Education Outlook. No. 4

ERIC Educational Resources Information Center

Dale, Jack D.

2011-01-01

In today's school reform discussions, the teaching profession is often mistakenly viewed as a singular activity. Evaluating teachers for their performance in the classroom assumes that the focus should be on each individual teacher. Merit pay and performance pay both assume that student achievement is the result of only the individual teacher. But…

Elementary Teachers' Formative Evaluation Practices in an Era of Curricular Reform in Quebec, Canada

ERIC Educational Resources Information Center

Thomas, Lynn; Deaudelin, Colette; Desjardins, Julie; Dezutter, Olivier

2011-01-01

This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using…

Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

ERIC Educational Resources Information Center

van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, Klaas

2015-01-01

This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts…

Administration and Research of Competency-/Performance-Based Teacher Education Programs.

ERIC Educational Resources Information Center

Trzasko, Joseph A.

This paper describes the proposed Assessment Center at Mercy College in Dobbs Ferry, New York. The center is intended to provide statistical and technical support for the Mercy College elementary education, special education, and speech and hearing departments in the areas of student assessment, student guidance, and program evaluation. Evaluation…

Do Grades Tell Parents What They Want and Need to Know?

ERIC Educational Resources Information Center

Webber, Jim; Wilson, Maja

2012-01-01

Teachers' objections to an emphasis on narrative, descriptive evaluation and a de-emphasis on grades cannot rest on uninformed claims about what parents want. Decades of research show that grades don't lead to deeper understandings, increased intellectual risk-taking, or better performance on complex tasks. Similarly, conversations based around…

Evaluating the Relationship between Naturalistic Content Acquisition Podcast Views and Course Performance

ERIC Educational Resources Information Center

Kennedy, Michael J.; Alves, Kat D.; Miciak, Jeremy; Romig, John; Mathews, Hannah Morris; Thomas, Cathy Newman

2016-01-01

Content Acquisition Podcasts for Teachers (CAP-T) are a form of multimedia-based instruction that are supported by an empirical record of effectiveness and are grounded in Mayer's cognitive theory of multimedia learning and accompanying instructional design principles. In this study, 162 students enrolled in an introductory course in special…

The Effects of Rater Training on Inter-Rater Agreement

ERIC Educational Resources Information Center

Pufpaff, Lisa A.; Clarke, Laura; Jones, Ruth E.

2015-01-01

This paper addresses the effects of rater training on the rubric-based scoring of three preservice teacher candidate performance assessments. This project sought to evaluate the consistency of ratings assigned to student learning outcome measures being used for program accreditation and to explore the need for rater training in order to increase…

Change Management and the SENCo Role: Developing Key Performance Indicators of Inclusivity

ERIC Educational Resources Information Center

Done, Elizabeth; Murphy, Mike; Bedford, Clare

2016-01-01

This article highlights the changing role of special educational needs co-ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. A school-based evaluative study undertaken by a teacher who is studying for the postgraduate National Award for SEN Co-ordination (NASENCO) for…

Point Cloud-Based Automatic Assessment of 3D Computer Animation Courseworks

ERIC Educational Resources Information Center

Paravati, Gianluca; Lamberti, Fabrizio; Gatteschi, Valentina; Demartini, Claudio; Montuschi, Paolo

2017-01-01

Computer-supported assessment tools can bring significant benefits to both students and teachers. When integrated in traditional education workflows, they may help to reduce the time required to perform the evaluation and consolidate the perception of fairness of the overall process. When integrated within on-line intelligent tutoring systems,…

IDEA Technical Report No. 2. Description of Data Base, 1976-77.

ERIC Educational Resources Information Center

Cashin, William E.; Slawson, Hugh M.

The data and computational procedures used by the IDEA system at Kansas State University (during the 1976-77 academic year) to interpret ratings of teacher performance are described in this technical report. The computations for each of the seven parts (evaluation, course description, students' self ratings, methods, additional questions,…

IDEA Technical Report No. 3. Description of Data Base, 1977-78.

ERIC Educational Resources Information Center

Cashin, William E.; Slawson, Hugh M.

The data and computational procedures used by the IDEA System during the 1977-78 academic year at Kansas State University to interpret ratings of teacher performance are described in this technical report. The computations for each of the seven parts (evaluation, course description, students' self-ratings, methods, additional questions, diagnostic…

Teaching Improvement Model Designed with DEA Method and Management Matrix

ERIC Educational Resources Information Center

Montoneri, Bernard

2014-01-01

This study uses student evaluation of teachers to design a teaching improvement matrix based on teaching efficiency and performance by combining management matrix and data envelopment analysis. This matrix is designed to formulate suggestions to improve teaching. The research sample consists of 42 classes of freshmen following a course of English…

Research and Evaluation in Operational Competency-Based Teacher Education Programs.

ERIC Educational Resources Information Center

Dickson, George E., Ed.

1975-01-01

This is a collection of papers presented at a 1974 conference on research and evaluation in operational competency-based teacher education (CBTE) programs. Two conceptual models for research and evaluation of CBTE activities were presented at the conference and the presentations of these models are the first two chapters of this collection: "A…

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

NASA Astrophysics Data System (ADS)

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-03-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

Special Education Teacher Computer Literacy Training. Project STEEL. A Special Project To Develop and Implement a Computer-Based Special Teacher Education and Evaluation Laboratory. Volume II. Final Report.

ERIC Educational Resources Information Center

Frick, Theodore W.; And Others

The document is part of the final report on Project STEEL (Special Teacher Education and Evaluation Laboratory) intended to extend the utilization of technology in the training of preservice special education teachers. This volume focuses on the second of four project objectives, the development of a special education teacher computer literacy…

Assessing Minimum Competencies of Beginning Teachers: Instrumentation, Measurement Issues, Legal Concerns.

ERIC Educational Resources Information Center

Ellett, Chad D.

An overview is presented of a performance-based assessment system, Teacher Performance Assessment Instruments (TPAI), developed by the Teacher Assessment Project at the University of Georgia to measure competencies of beginning teachers for initial professional certification. To clearly separate the preparation and certification functions within…

Teacher Perceptions of School-Based Evaluation: A Descriptive Analysis Based on Teachers' Wives

ERIC Educational Resources Information Center

Bülbül, Tuncer; Tunc, Binali; Ozdem, Güven; Inandi, Yusuf

2013-01-01

This study is about transformation that has been happening in the field of management and in relation to it in inspection that has been recently taking place both in Turkey and all around the World. The transformation as "School Based Administration" (SBA) in educational administration and "School Based Evaluation" (SBE) or…

Teacher Education Program Evaluation: An Annotated Bibliography and Guide to Research.

ERIC Educational Resources Information Center

Ayers, Jerry B.; Berney, Mary F.

This book includes an annotated bibliography of the essentials needed to conduct an effective evaluation of a teacher education program. Specific information on evaluation includes: (1) general evaluation techniques, (2) evaluation of candidates and students, (3) evaluation of the knowledge base, (4) quality controls, (5) evaluation of laboratory…

Teacher Evaluation and School Improvement: An Analysis of the Evidence

ERIC Educational Resources Information Center

Hallinger, Philip; Heck, Ronald H.; Murphy, Joseph

2014-01-01

In recent years, substantial investments have been made in reengineering systems of teacher evaluation. The new generation models of teacher evaluation typically adopt a standards-based view of teaching quality and include a value-added measure of growth in student learning. With more than a decade of experience and research, it is timely to…

Improving Programs for the Preparation of Teachers through the Use of Program Evaluation--The Second Phase.

ERIC Educational Resources Information Center

Berney, Mary F.

Plans for the field-testing and implementation of the Accreditation Plus Model (APM) for evaluation of teacher preparation programs are described. Field-testing is taking place in the Center for Teacher Education Evaluation at Tennessee Technological University (Cookeville). The APM is based on the professional judgment approach to program…

Will Courts Shape Value-Added Methods for Teacher Evaluation? ACT Working Paper Series. WP-2014-2

ERIC Educational Resources Information Center

Croft, Michelle; Buddin, Richard

2014-01-01

As more states begin to adopt teacher evaluation systems based on value-added measures, legal challenges have been filed both seeking to limit the use of value-added measures ("Cook v. Stewart") and others seeking to require more robust evaluation systems ("Vergara v. California"). This study reviews existing teacher evaluation…

Quality Lies in the Eyes of the Beholder: A Mismatch between Student Evaluation and Peer Observation of Teaching

ERIC Educational Resources Information Center

Hassan, Salochana; Wium, Wouter

2014-01-01

The study described in this article was prompted by the poor performance of students in an "at risk subject" in a science faculty at a university in South Africa. Teacher performance could contribute to poor performance among students, therefore the performance of one of the science teachers whose students were performing poorly was…

Stakes Matter: Student Motivation and the Validity of Student Assessments for Teacher Evaluation

ERIC Educational Resources Information Center

Rutkowski, David; Wild, Justin

2015-01-01

In 2011, Indiana lawmakers established a system to evaluate teachers using existing standardized assessments as an indicator of student learning. In this study we examined one component of Indiana's evaluation system to determine whether student knowledge of the test's consequences is predictive of test performance. Using an experimental design,…

Can Teacher Evaluation Improve Teaching?

ERIC Educational Resources Information Center

Principal Leadership, 2013

2013-01-01

The answer to the question, Can evaluation improve teaching? is a qualified yes. Teacher evaluation has changed and the role of the principal has changed as well; the focus now is on evidence, not merely good judgment. With the right tools, systems, and support, it should be possible to help improve teaching performance and student learning…

Ethical Decision-Making by High School Principals in Evaluating Teachers

ERIC Educational Resources Information Center

Bakopoulos, Fotini

2013-01-01

The purpose of this study was to examine the ethical beliefs and preparation practices of high school principals when making decisions on the evaluation of teacher performance for retention and/or tenure. The participants consisted of a total of 10 high school principals, associate principals, and assistant principals who evaluate the performance…

An Open Letter to Deans of Teacher Education and Directors of Teacher Certification on Performance-Based Teacher Education/Certification (Is It a "No Exit" Syndrome?) AFT QuEST Paper No. 14.

ERIC Educational Resources Information Center

Bhaerman, Robert D.

This open letter focuses on performance-based teacher education and certification (PBTE/C). The first section of the letter deals with anxieties about PBTE/C and about some of the people who have brought about this innovation. It comprises a survey. The second part of the paper makes various recommendations: a) the establishment of an independent…

Assessing the Dimensionality and Reliability of Teachers' Performance Evaluation in Eastern Zone High Schools, Tigrai National Regional State, Ethiopia

ERIC Educational Resources Information Center

Embiza, Samuel; Hadush, Selamawit

2015-01-01

The purpose of this study was to assess the dimensionality and reliability of Teachers Evaluation Questionnaire in Eastern Zone high school; Tigrai National Regional State which was filled by school principal. To this end: 9 high schools in 7 woredas were selected using the lottery method, in which 459 teachers' rate forms were collected. All…

Evaluation of Green Dot's Locke Transformation Project: From the Perspective of Teachers and Administrators. CRESST Report 824

ERIC Educational Resources Information Center

Herman, Joan L.; Wang, Jia; Ong, Christine; Straubhaar, Rolf; Schweig, Jon; Hsu, Vivian

2013-01-01

With funding from the Bill and Melinda Gates Foundation, CRESST researchers conducted a multi-year evaluation of a major school reform project at Alain Leroy Locke High School, historically one of California's lowest performing secondary schools. We found the one-year teacher retention rate at GDL in 2010-2011 was 79%; Green Dot Locke teachers,…

A Study of Strengths and Weaknesses of Descriptive Assessment from Principals, Teachers and Experts Points of View in Chaharmahal and Bakhteyari Primary Schools

ERIC Educational Resources Information Center

Sharief, Mostafa; Naderi, Mahin; Hiedari, Maryam Shoja; Roodbari, Omolbanin; Jalilvand, Mohammad Reza

2012-01-01

The aim of current study is to determine the strengths and weaknesses of descriptive evaluation from the viewpoint of principals, teachers and experts of Chaharmahal and Bakhtiari province. A descriptive survey was performed. Statistical population includes 208 principals, 303 teachers, and 100 executive experts of descriptive evaluation scheme in…

What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

ERIC Educational Resources Information Center

Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

2015-01-01

This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

Feasibility Study of a Performance-Based Teacher Education Curriculum in Language Arts.

ERIC Educational Resources Information Center

Rudman, Masha Kabakow

This report of a feasibility study, conducted under the provisions of a model elementary teacher education grant from the U.S. Office of Education, is in five parts. Chapter one contains an overview of and rationale for a performance-based teacher education program, a brief history of the study, the attitude and ability goals expected from…

Develop Student Performance Objectives. Second Edition. Module B-2 of Category B--Instructional Planning. Professional Teacher Education Module Series.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This module is one of a series of 127 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational teachers. The competencies upon which these modules are based were identified and verified through research as being important to successful vocational teaching at both the secondary and…

Continuity, Support, Togetherness and Trust: Findings from an Evaluation of a University-Administered Early Professional Development Programme for Teachers in England

ERIC Educational Resources Information Center

McIntyre, Joanna; Hobson, Andrew J.; Mitchell, Nick

2009-01-01

This article discusses the evaluation of a unique university-based early professional development (EPD) programme in England that enabled newly and recently qualified teachers to have continued contact with their initial teacher preparation provider. The programme was designed to enhance the induction, EPD and retention of beginning teachers of…

Teacher Perspectives of Whole Brain Teaching in a Suburban Middle School: A Program Evaluation

ERIC Educational Resources Information Center

VanHosen, Wendy

2017-01-01

The purpose of this program evaluation case study was to seek the perceptions of a group of teachers based on their experience with Whole Brain Teaching strategies at a suburban middle school. Perceptions and factors that lead to teacher use of the strategies were explored with the intention of informing stakeholders of whether teachers view these…

Using a Systematic Conceptual Model for a Process Evaluation of a Middle School Obesity Risk-Reduction Nutrition Curriculum Intervention: Choice, Control & Change

PubMed Central

Lee, Heewon; Contento, Isobel R.; Koch, Pamela

2012-01-01

Objective To use and review a conceptual model of process evaluation and to examine the implementation of a nutrition education curriculum, Choice, Control & Change, designed to promote dietary and physical activity behaviors that reduce obesity risk. Design A process evaluation study based on a systematic conceptual model. Setting Five middle schools in New York City. Participants 562 students in 20 classes and their science teachers (n=8). Main Outcome Measures Based on the model, teacher professional development, teacher implementation, and student reception were evaluated. Also measured were teacher characteristics, teachers’ curriculum evaluation, and satisfaction with teaching the curriculum. Analysis Descriptive statistics and Spearman’s Rho Correlation for quantitative analysis and content analysis for qualitative data were used. Results Mean score of the teacher professional development evaluation was 4.75 on a 5-point scale. Average teacher implementation rate was 73%, and student reception rate was 69%. Ongoing teacher support was highly valued by teachers. Teachers’ satisfaction with teaching the curriculum was highly correlated with students’ satisfaction (p <.05). Teachers’ perception of amount of student work was negatively correlated with implementation and with student satisfaction (p<.05). Conclusions and implications Use of a systematic conceptual model and comprehensive process measures improves understanding of the implementation process and helps educators to better implement interventions as designed. PMID:23321021

Parent-based diagnosis of ADHD is as accurate as a teacher-based diagnosis of ADHD.

PubMed

Bied, Adam; Biederman, Joseph; Faraone, Stephen

2017-04-01

To review the literature evaluating the psychometric properties of parent and teacher informants relative to a gold-standard ADHD diagnosis in pediatric populations. We included studies that included both a parent and teacher informant, a gold-standard diagnosis, and diagnostic accuracy metrics. Potential confounds were evaluated. We also assessed the 'OR' and the 'AND' rules for combining informant reports. Eight articles met inclusion criteria. The diagnostic accuracy for predicting gold standard ADHD diagnoses did not differ between parents and teachers. Sample size, sample type, participant drop-out, participant age, participant gender, geographic area of the study, and date of study publication were assessed as potential confounds. Parent and teachers both yielded moderate to good diagnostic accuracy for ADHD diagnoses. Parent reports were statistically indistinguishable from those of teachers. The predictive features of the 'OR' and 'AND' rules are useful in evaluating approaches to better integrating information from these informants.

Teacher Performance Assessment (edTPA): An Instructor's Development and Evaluation of an Embedded Signature Assessment in an Early Childhood Literacy Course

ERIC Educational Resources Information Center

Noel, Andrea M.

2014-01-01

As of May 2014, all candidates for teacher certification in New York State must successfully complete the teacher performance assessment (edTPA). This article describes an assignment piloted in an early childhood literacy class as an embedded signature assessment and has three goals: to explain the context that led to the development of the…

Teacher's Influence Scale from Their Colleagues and Principals: Its Relation with School Performance in Public Schools of the Albanian Educational System

ERIC Educational Resources Information Center

Nathanaili, Valbona

2016-01-01

This article aims to evaluate the relation between school performance and the Teacher's Influence Scale on certain issues from their colleagues and principals in the public educational system of Albania. For this purpose, a questionnaire was used. The sample consisted of 428 teachers, teaching at 20 public schools in the pre-university educational…

Exploring the Potential of Value-Added Performance Measures to Affect the Quality of the Teacher Workforce

ERIC Educational Resources Information Center

Goldhaber, Dan

2015-01-01

The past decade has seen a tremendous amount of research on the use of value-added modeling to assess individual teachers, and a significant number of states and districts are now using, or plan to use, value added as a component of a teacher's summative performance evaluation. In this article, I explore the various mechanisms through which the…

[Concept extraction of graduate research by modified grounded theory approach and creating of rubric oriented to performance evaluation].

PubMed

Yasuhara, Tomohisa; Sone, Tomomichi; Kohno, Takeyuki; Ogita, Kiyokazu

2015-01-01

  A revised core curriculum model for pharmaceutical education, developed on the basis of the principles of outcome-based education, will be introduced in 2015. Inevitably, appropriate assessments of students' academic achievements will be required. Although evaluations of the cognitive domain can be carried out by paper tests, evaluation methods for the attitude domain and problem-solving abilities need to be established. From the viewpoint of quality assurance for graduates, pharmaceutical education reforms have become vital to evaluation as well as learning strategies. To evaluate student academic achievements on problem-solving abilities, authentic assessment is required. Authentic assessment is the evaluation that mimics the context tried in work and life. Specifically, direct evaluation of performances, demonstration or the learners' own work with integrated variety knowledge and skills, is required. To clarify the process of graduate research, we obtained qualitative data through focus group interviews with six teachers and analyzed the data using the modified grounded theory approach. Based on the results, we clarify the performance students should show in graduate research and create a rubric for evaluation of performance in graduate research.

Texas Teacher Center Activities and Networking with Special Attention to School-Based Teacher Educator (SBTE) Activities: Part II.

ERIC Educational Resources Information Center

Loucks, Susan F.; Hall, Gene E.

This document is the second in a series of evaluation reports by the Research and Development Center for Teacher Education at the University of Texas at Austin, assessing the state of teacher centering in Texas and the effects of the University of Houston's Project on School-Based Teacher Educators (SBTE), initiated to create a network of teacher…

The Impact of Providing Performance Feedback to Teachers and Principals. NCEE 2018-4001

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

2017-01-01

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

The Impact of Providing Performance Feedback to Teachers and Principals. Executive Summary. NCEE 2018-4000

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

2017-01-01

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

An Investigation of Research-Based Teaching Practices through the Teacher Evaluations in Indiana Public Schools

ERIC Educational Resources Information Center

Sargent, Michael Steven

2014-01-01

The purpose of this study was to identify if a relationship existed between the implementation of professional evaluation processes and the use of research-based teaching practices, factoring in both perceptions of principals and practicing teachers. The variables of professional development on the evaluation model and the principal's years of…

How Do Other Countries Evaluate Teachers?

ERIC Educational Resources Information Center

Williams, James H.; Engel, Laura C.

2012-01-01

Given the primary role of teachers in affecting student achievement, U.S. policy makers and reformers have increasingly focused on monitoring and evaluating teacher effectiveness by emphasizing the links to student learning outcomes. Large-scale international assessments are frequently used as base examples to justify reform. But, relatively…

Provisional Teachers Failing the Mississippi Teacher Assessment Instruments for Certification: An Evaluation for 1991-92.

ERIC Educational Resources Information Center

Amos, Neil; Cheeseman, Robert H.

The Mississippi Teacher Assessment Instruments (MTAIs) contain 16 teaching competencies (14 competencies measured by 3 separate instruments of the MTAI, and 2 performance standards assessed by the local district). The Teaching Plans and Materials MTAI guides assessment of beginning teachers' competence in planning instruction, selecting…

Cooperating Teachers: Stakeholders in the edTPA?

ERIC Educational Resources Information Center

Seymour, Clancy A.; Burns, Barbara A.; Henry, Julie J.

2018-01-01

The educative Teacher Performance Assessment (edTPA) is a performance-based assessment designed for beginning teachers to demonstrate their readiness to teach (SCALE, 2014). As more states come to adopt this assessment, many facets of its implementation need to be reviewed. One component is the role of the cooperating teacher in the implementation…

Planning, Executing, and Evaluating Competency-Based Instruction. Microcomputer Applications for Vocational Teachers: A Competency-Based Approach--Book C.

ERIC Educational Resources Information Center

Roth, Gene; Tesolowski, Dennis

This handbook is the third in a series of five competency-based resource guides on microcomputer applications for vocational teachers. The 13 units of instruction in this handbook are concerned with the content of the 14 competencies included in the category, "Planning, Executing, and Evaluating Competency-Based Instruction." Units are designed to…

Development and evaluation of a school-based asthma educational program.

PubMed

Al Aloola, Noha Abdullah; Saba, Maya; Nissen, Lisa; Alewairdhi, Huda Abdullaziz; Alaloola, Alhnouf; Saini, Bandana

2017-05-01

To develop, implement, and evaluate the effects of a school-based asthma educational program on Saudi primary school teachers' asthma awareness and competence in delivering asthma-related first aid interventions. An asthma educational intervention program entitled "School Asthma Action Program" (SAAP) was designed based on pedagogical principles and implemented among teachers randomly selected from girls' primary schools in Riyadh, Saudi Arabia. This pilot study employed a pre-test/post-test experimental design. A previously tested asthma awareness questionnaire and a custom-designed asthma competence score sheet were used to evaluate the effects of the educational intervention program on teacher's asthma awareness and competence in providing asthma-related first aid interventions at schools. Forty-seven teachers from five different primary schools participated in the program. Of the 47 teachers, 39 completed both the pre- and post-program questionnaires. The SAAP improved teachers' awareness of asthma (teachers' median pre-program score was 11 (range 5-18) and their post-program score was 15 (range 7-18), p < 0.001) and their attitudes toward asthma management at schools (teachers' median pre-program score was 74 (range 15-75) and their post-program score was 75 (range 15-75), p = 0.043). Further, it improved teachers' competence in providing asthma-related first aid interventions (teachers' mean pre-program score was 1.4 ± 2.3 and their mean post-program score was 9.8 ± 0.5, p < 0.001). After completing the SAAP, a high proportion of teachers reported increased confidence in providing care to children with asthma at school. School-based asthma educational programs can significantly improve teachers' knowledge of asthma and their competence in providing asthma-related first aid interventions during emergencies.

Implementation of Management by Objective through Open Performance Review and Appraisal System for Teachers in Tanzania

ERIC Educational Resources Information Center

Matete, Rose Ephraim

2016-01-01

Management by Objective through Open Performance Review and Appraisal System (OPRAS) was introduced in Tanzania for evaluation of public servants work performance in 2004. The aim of this study was to investigate how teachers perceive the implementation of OPRAS as a mechanism of assessing their work performance and making them accountable for…

Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees after Three Years. NCEE Study Snapshot. NCEE 2016-2006

ERIC Educational Resources Information Center

Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul

2016-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students' achievement. The report on which this snapshot is based…

Validating an Observation Protocol to Measure Special Education Teacher Effectiveness

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Semmelroth, Carrie L.

2015-01-01

This study used Kane's (2013) Interpretation/Use Argument (IUA) to measure validity on the Recognizing Effective Special Education Teachers (RESET) observation tool. The RESET observation tool is designed to evaluate special education teacher effectiveness using evidence-based instructional practices as the basis for evaluation. In alignment with…

Development and Use of a Goal Setting/Attainment Process Designed To Measure a Teacher's Ability To Engage in Professional Growth and Leadership Initiatives.

ERIC Educational Resources Information Center

Minix, Nancy; And Others

The process used to evaluate progress in identifying the goals to be used in evaluating teacher performance under the Kentucky Career Ladder Program is described. The process pertains to two areas of teacher development: (1) professional growth and development, and (2) professional leadership and initiative. A total of 1,650 individuals were asked…

Usability of a Web-Based School Experience System: Opinions of IT Teachers and Teacher Candidates

ERIC Educational Resources Information Center

Genç, Zülfü

2015-01-01

With advances in information and communication technologies, the classical nature of educational institutions has changed. One innovative effort within teacher training is the Web-Based School Experience System (WBSES) developed by the researcher. In this study, the usability of an existing WBSES is evaluated from both teachers' (n = 13) and…

When the Tokens Talk: IRF and the Position of Acknowledgement Tokens in Teacher-Student Talk-in-Interaction

ERIC Educational Resources Information Center

Huq, Rizwan-ul; Amir, Alia

2015-01-01

In classroom settings, students' competence is regularly evaluated through a default practice named Initiation-Response-Feedback (IRF) or Initiation-Response-Evaluation (IRE). In the feedback or evaluation turn, the teacher normally uses acknowledgement tokens (such as uhm, yeah, okay). These tokens perform an active role of maintaining…

Technology Evaluation Tools and Teacher Performance in Public Schools

ERIC Educational Resources Information Center

Stonehouse, Pauline; Keengwe, Jared

2013-01-01

The purpose of this study was, (a) to describe the introduction of mVAL software and Charlotte Danielson Rubrics (CDR) as teacher evaluation tools; (b) to compare the process and outcomes of the new initiative with traditional systems; and (c) to evaluate the software from the perspective of participants in the system. This study highlights the…

75 FR 8854 - Teacher Incentive Fund Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-26

...The Secretary of Education (Secretary) proposes priorities, requirements, definitions, and selection criteria under the Teacher Incentive Fund (TIF) program. These proposed priorities, requirements, definitions, and selection criteria are designed to be used in two separate and distinct TIF grant competitions: The Main TIF competition, which will provide TIF funding to eligible entities to support their implementation of performance-based compensation systems (PBCSs) in accordance with the priorities, the Main TIF requirements, the definitions, and the selection criteria proposed in this document, and the TIF Evaluation competition, which will provide, in accordance with the priorities, the Main TIF requirements, the definitions, and the selection criteria as well as the Evaluation requirements proposed in this document, TIF funding to help pay for the costs of implementing these eligible entities' PBCS in exchange for an agreement to participate in the national evaluation. The Secretary may use these proposed TIF priorities, requirements, definitions, and selection criteria in fiscal year (FY) 2010 and subsequent years. We intend the proposed priorities, requirements, definitions, and selection criteria to improve student achievement in high-need schools by creating incentives for effective teachers and principals in these schools.

Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. NCEE 2010-4004

ERIC Educational Resources Information Center

Schochet, Peter Z.; Chiang, Hanley S.

2010-01-01

This paper addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators.…

A Combined Intervention Targeting Both Teachers' and Students' Social-Emotional Skills: Preliminary Evaluation of Students' Outcomes

ERIC Educational Resources Information Center

Iizuka, Cristina Akiko; Barrett, Paula M.; Gillies, Robyn; Cook, Clayton R.; Marinovic, Welber

2014-01-01

The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also…

Powerful Learning Conversations: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Rienzo, Cinzia; Rolfe, Heather; Wilkinson, David

2016-01-01

Powerful Learning Conversations (PLC) sought to improve the feedback that teachers give to pupils in Year 9, by training them to apply techniques used in sports coaching. It is based on the idea that feedback in sports coaching is often provided immediately after a task is performed, and delivered in a way that children are more likely to respond…

Effectiveness of Instructional Design Model (Isman - 2011) in Developing the Planning Teaching Skills of Teachers College Students' at King Saud University

ERIC Educational Resources Information Center

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdurrahman

2012-01-01

The new instructional design model (Isman - 2011) aims at planing, developing, implementing, evaluating, and organizing full learning activities effectively to ensure competent performance by students. The theoretical foundation of this model comes from behaviorism, cognitivism and constructivism views. And it's based on active learning. During…

A Replication Study to Evaluate the Effects of Schema-Based Instruction on Middle School Students' Proportional Problem-Solving Performance

ERIC Educational Resources Information Center

Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Slater, Susan C.; Simonson, Gregory R.; Nelson, Gena

2016-01-01

Ratio and proportional relationships are of primary importance during the upper elementary and middle school grades (Kilpatrick, Swafford, & Findell, 2001; National Council of Teachers of Mathematics, 1989, 2000; National Mathematics Advisory Panel [NMAP], 2008). These relationships, along with the interrelated topics of fractions, decimals,…

Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.

PubMed

Hui, Caroline; Snider, Laurie; Couture, Mélanie

2016-04-01

Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance. © CAOT 2016.

77 FR 49653 - Applications for New Awards; Race to the Top-District

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-16

... evaluation data, and student and parent surveys); (4) evaluates principals on a regular basis; (5) provides... on rigorous teacher performance standards, teacher portfolios, and student and parent surveys); (4..., locally directed improvements in learning and teaching that will directly improve student achievement and...

Teacher Reactions to the Performance-Based Bonus Program: How the Expectancy Theory Works in the South Korean School Culture

ERIC Educational Resources Information Center

Ha, Bong-Woon; Sung, Youl-Kwan

2011-01-01

This study was conducted in order to examine how and to what extent the implementation of the performance-based bonus program in South Korean schools has motivated teachers to improve their behavior, as well as to identify any other positive or negative effects of the program. Interviews with teachers indicated that a large percentage of teachers…

Developing Competency-Based Preparation and Performance-Based Certification in Georgia.

ERIC Educational Resources Information Center

Solomon, Lester M.

The state of Georgia has been moving toward competency/performance-based education since the late 1960's. All of the groups concerned with education and the preparation of teachers (higher education institutions, the Georgia Teacher Education Council, professional organizations, and the Georgia Department of Education) have been involved. In…

Performance Based Teacher Education. What is the State of the Art?

ERIC Educational Resources Information Center

Elam, Stanley

This document clarifies the concepts of Performance Based Teacher Education, examines their potential, and identifies problems and questions. Five essential elements are identified: 1) teaching competencies to be demonstrated are role-derived, specified in behavioral terms, and made public; 2) assessment criteria are competency-based, specify…

Multidimensional assessment of homework: an analysis of students with ADHD.

PubMed

Mautone, Jennifer A; Marshall, Stephen A; Costigan, Tracy E; Clarke, Angela T; Power, Thomas J

2012-10-01

Homework can have beneficial effects for students; however, it presents challenges, particularly for students with attention problems. Although effective homework interventions exist, intervention development and evaluation has been hampered by the lack of psychometrically sound measures. The primary purpose of this study was to evaluate the construct validity of the Homework Performance Questionnaire (HPQ), Parent and Teacher Versions, in a sample of children with ADHD. A secondary purpose was to examine variations in homework performance as a function of individual characteristics, such as academic achievement, quality of the family-school relationship, and child's diagnostic status. The sample included 91 children (34% female) with ADHD in Grades 2 to 6. Measures included parent and teacher ratings of homework performance and the quality of the parent-teacher relationship as well as direct assessment of child academic achievement and homework performance (i.e., samples of completed assignments). Correlational analyses were used to examine construct validity, and ANOVAs were used to evaluate group differences. Each factor of the HPQ had a significant relationship with other measures of relevant constructs. There were no significant differences in homework performance between groups for ADHD subtype, medication status, or comorbidity, with the exception of learning disability. Children with ADHD and learning disabilities had significantly lower teacher ratings of academic competence. Results of the present study suggest that HPQ scores may be used to make valid inferences about the homework performance of children with attention problems. These rating scales may be helpful in progress monitoring and evaluating intervention effectiveness.

Facilitating evaluations of innovative, competence-based assessments: creating understanding and involving multiple stakeholders.

PubMed

Gulikers, Judith T M; Baartman, Liesbeth K J; Biemans, Harm J A

2010-05-01

Schools are held more responsible for evaluating, quality assuring and improving their student assessments. Teachers' lack of understanding of new, competence-based assessments as well as the lack of key stakeholders' involvement, hamper effective and efficient self-evaluations by teachers of innovative, competence-based assessments (CBAs). While evaluating two CBAs in Agricultural Vocational Education and Training institutions, two interventions in the evaluation process aimed to tackle these problems were examined: (1) starting with explicating the CBA in the teacher team using a concrete explication format and (2) qualitatively involving key stakeholders (i.e., teachers, students and employers) in the evaluation of the CBA through mixed-group interviews. Quantitative and qualitative analysis, as well as stakeholders' perceptions are used to find indications for the added value of these interventions for evaluation and further improvement of the CBAs. Results show that external facilitation is needed to make both interventions work. However, under this condition, explicating the CBA led to more complete, concrete and shared understandings of the actual CBA among teachers and mixed-groups interviews resulted in more concrete and elaborate evaluations of the CBAs' quality and more ideas for improvement. Both interventions can facilitate building up elaborate, more valid and concrete arguments for CBA quality in self-evaluations, certainly in the case of evaluating innovative assessments. Lessons learned will provide guidelines for incorporating the interventions into other evaluations of innovative programs. Copyright 2009 Elsevier Ltd. All rights reserved.

An Evaluation of Empirical Bayes' Estimation of Value- Added Teacher Performance Measures. Working Paper #31. Revised

ERIC Educational Resources Information Center

Guarino, Cassandra M.; Maxfield, Michelle; Reckase, Mark D.; Thompson, Paul; Wooldridge, Jeffrey M.

2014-01-01

Empirical Bayes' (EB) estimation is a widely used procedure to calculate teacher value-added. It is primarily viewed as a way to make imprecise estimates more reliable. In this paper we review the theory of EB estimation and use simulated data to study its ability to properly rank teachers. We compare the performance of EB estimators with that of…

Teacher Performance Plays Growing Role in Employment Decisions. Teacher Tenure: Trends in State Laws

ERIC Educational Resources Information Center

Thomsen, Jennifer

2014-01-01

An increasing number of states are mandating teacher performance be considered in educator employment decisions, including awarding tenure and layoffs, according to a 50-state policy review of teacher tenure laws. Tenure laws have historically granted job protections based on years of employment. The Education Commission of the States (ECS)…

Mapping the Social Side of Pre-Service Teachers: Connecting Closeness, Trust, and Efficacy with Performance

ERIC Educational Resources Information Center

Liou, Yi-Hwa; Daly, Alan J.; Canrinus, Esther T.; Forbes, Cheryl A.; Moolenaar, Nienke M.; Cornelissen, Frank; Van Lare, Michelle; Hsiao, Joyce

2017-01-01

This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers' social relationships and perceptions of peer trust and…

The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study

NASA Astrophysics Data System (ADS)

Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

2016-08-01

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear program of school-based research. The foci of this paper is on the design principles of the curriculum and its enactment, and the establishment of a teacher learning community. Through elucidating the design features of the innovative curriculum and evaluating teacher and student involvement in science instruction and learning, we introduce the science curriculum, called Mobilized 5E Science Curriculum (M5ESC), and present a representative case study of how one experienced teacher and her class adopted the curriculum. The findings indicate the intervention promoted this teacher's questioning competency, enabled her to interact with students frequently and flexibly in class, and supported her technology use for promoting different levels of cognition. Student learning was also improved in terms of test achievement and activity performance in and out of the classroom. We propose that the study can be used to guide the learning design of mobile technology-supported curricula, as well as teacher professional development for curriculum enactment.

Job-sharing a clinical teacher's position: an evaluation.

PubMed

Williams, S; Murphy, L

1994-01-01

The aim of this study was to evaluate the effects on staff of having two teachers share one clinical teaching position in their intensive care unit (ICU). Three, six and 12 months after the job-sharing arrangement was initiated, an 11 item questionnaire was distributed to 26 students in post-registration critical care courses, 41 clinical staff in ICU and 9 RN-managers with responsibilities for the unit. The overall response rate to the three questionnaires was 58%. All groups agreed that job-sharing was a viable alternative to full-time work. Three months after the shared position was initiated, there was uncertainty about the consistency of the teachers' performance and the adequacy of communication between them. Nine months later, there was a high level of positive responses to all areas of the teachers' performance. Most respondents felt they could approach either teacher and that more diverse ideas were generated by having two people in the teaching position.

Challenges of teacher-based clinical evaluation from nursing students' point of view: Qualitative content analysis.

PubMed

Sadeghi, Tabandeh; Seyed Bagheri, Seyed Hamid

2017-01-01

Clinical evaluation is very important in the educational system of nursing. One of the most common methods of clinical evaluation is evaluation by the teacher, but the challenges that students would face in this evaluation method, have not been mentioned. Thus, this study aimed to explore the experiences and views of nursing students about the challenges of teacher-based clinical evaluation. This study was a descriptive qualitative study with a qualitative content analysis approach. Data were gathered through semi-structured focused group sessions with undergraduate nursing students who were passing their 8 th semester at Rafsanjan University of Medical Sciences. Date were analyzed using Graneheim and Lundman's proposed method. Data collection and analysis were concurrent. According to the findings, "factitious evaluation" was the main theme of study that consisted of three categories: "Personal preferences," "unfairness" and "shirking responsibility." These categories are explained using quotes derived from the data. According to the results of this study, teacher-based clinical evaluation would lead to factitious evaluation. Thus, changing this approach of evaluation toward modern methods of evaluation is suggested. The finding can help nursing instructors to get a better understanding of the nursing students' point of view toward this evaluation approach and as a result could be planning for changing of this approach.

The Impact of Professional Development on Performance and Evaluation of Substitute Teachers in a Public School System

ERIC Educational Resources Information Center

Brown, Rhonda

2012-01-01

Research suggests that many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered highly qualified by the No Child Left Behind Act of 2001. To address that concern, professional development training for substitute teachers who lack proper certification and educational pedagogy has become an…

A Comparison of Educational "Value-Added" Methodologies for Classifying Teacher Effectiveness: Value Tables vs. Covariate Regression

ERIC Educational Resources Information Center

Dwyer, Theodore J.

2016-01-01

There is a great deal of concern regarding teacher impacts on student achievement being used as a substantial portion of a teacher's performance evaluation. This study investigated the degree of concordance and discordance between mathematics teacher ranking using value tables and covariate regression, which have both been used as measures for…

Removing Our Masks: Using the Visual and Performing Arts to Promote Deep Reflection in Pre-Service Teachers

ERIC Educational Resources Information Center

McHattan, Patty Alvarez; McCray, Erica D.

2009-01-01

The role of reflection is central to teacher preparation. As individuals integrate new information within their existing schema, they refine their practice. Through reflection pre-service teachers examine, evaluate, and adjust. Yet, the practice of reflection is rarely explicitly taught. Often teacher educators found their students aligning their…

The Professionalism Assessment of Clinical Teachers (PACT): The Reliability and Validity of a Novel Tool to Evaluate Professional and Clinical Teaching Behaviors

ERIC Educational Resources Information Center

Young, Meredith E.; Cruess, Sylvia R.; Cruess, Richard L.; Steinert, Yvonne

2014-01-01

Physicians function as clinicians, teachers, and role models within the clinical environment. Negative learning environments have been shown to be due to many factors, including the presence of unprofessional behaviors among clinical teachers. Reliable and valid assessments of clinical teacher performance, including professional behaviors, may…

21st Century Educators: Developing and Supporting Great Career and Technical Education Teachers. Special Issues Brief. Revised Edition

ERIC Educational Resources Information Center

Jacques, Catherine; Potemski, Amy

2014-01-01

This Special Issues Brief from the Center on Great Teachers and Leaders (GTL Center) offers insight into three human capital management policies that are critical for career and technical education (CTE) teachers: certification, performance evaluation, and professional development. CTE teachers are uniquely positioned to improve college and career…

Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

ERIC Educational Resources Information Center

Richard, Bertha Cookie

2013-01-01

The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

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…

Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning.

PubMed

Mazur, Rebecca; Woodland, Rebecca H

2017-06-01

In this paper, we share the results of a summative evaluation of PEILI, a US-based adult professional development/training program for secondary school Pakistani teachers. The evaluation was guided by the theories of cultural competence (American Psychological Association, 2003; Bamberger, 1999; Wadsworth, 2001) and established frameworks for the evaluation of professional development/training and instructional design (Bennett, 1975; Guskey, 2002; King, 2014; Kirkpatrick, 1967). The explicit and implicit stakeholder assumptions about the connections between program resources, activities, outputs, and outcomes are described. Participant knowledge and skills were measured via scores on a pre/posttest of professional knowledge, and a standards-based performance assessment rubric. In addition to measuring short-term program outcomes, we also sought to incorporate theory-driven thinking into the evaluation design. Hence, we examined participant self-efficacy and access to social capital, two evidenced-based determinants or "levers" that theoretically explain the transformative space between an intervention and its outcomes (Chen, 2012). Data about program determinants were collected and analyzed through a pre/posttest of self-efficacy and social network analysis. Key evaluation findings include participant acquisition of new instructional skills, increased self-efficacy, and the formation of a nascent professional support network. Lessons learned and implications for the design and evaluation of cross-cultural teacher professional development programs are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Evaluation of Teaching Performance of English Courses by Applying Data Envelopment Analysis and Two-Phase Segmentation

ERIC Educational Resources Information Center

Montoneri, Bernard

2013-01-01

Effective teaching performance is a crucial factor contributing to students' learning improvement. Students' ratings of teachers at the end of each semester can indirectly provide valuable information about teachers' performance. This paper selects classes of freshmen students taking a course of English in a university of Taiwan from the academic…

Teacher Behaviors and Performance Incentives in Texas: Early Reactions to the GEEG Program. Research Brief

ERIC Educational Resources Information Center

National Center on Performance Incentives, 2008

2008-01-01

A recent report published by the National Center on Performance Incentives (NCPI) presents findings from the first-year evaluation of the Governor's Educator Excellence Grant (GEEG) program, one of several statewide performance incentive programs in Texas. The report provides an overview of changes to teacher behavior and instructional practices…

New Vigor Propelling Training

ERIC Educational Resources Information Center

Sawchuk, Stephen

2010-01-01

With conversations about the best ways to evaluate teacher performance proliferating across the nation, preservice preparation could be the next stop on the teacher-quality continuum to receive a similarly high level of scrutiny. New models for preparing teachers, such as the yearlong apprenticeship or "residency" model, have received…

Performance-Based Compensation: Linking Performance to Teacher Salaries. Ask the Team

ERIC Educational Resources Information Center

Behrstock-Sherratt, Ellen; Potemski, Amy

2013-01-01

To achieve the goal of attracting and retaining talented professionals in education, performance-based compensation systems (PBCS) must offer salaries that are both fair and sufficiently competitive at each point across an educator's career continuum. Although many states, especially with the support of the Teacher Incentive Fund (TIF) grants,…

Pre-Service Mathematics Teachers' Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke M.

2016-01-01

In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers' lesson plans, their instruction of the…

Understanding resident ratings of teaching in the workplace: a multi-centre study.

PubMed

Fluit, Cornelia R M G; Feskens, Remco; Bolhuis, Sanneke; Grol, Richard; Wensing, Michel; Laan, Roland

2015-08-01

Providing clinical teachers with feedback about their teaching skills is a powerful tool to improve teaching. Evaluations are mostly based on questionnaires completed by residents. We investigated to what extent characteristics of residents, clinical teachers, and the clinical environment influenced these evaluations, and the relation between residents' scores and their teachers' self-scores. The evaluation and feedback for effective clinical teaching questionnaire (EFFECT) was used to (self)assess clinical teachers from 12 disciplines (15 departments, four hospitals). Items were scored on a five-point Likert scale. Main outcome measures were residents' mean overall scores (MOSs), specific scale scores (MSSs), and clinical teachers' self-evaluation scores. Multilevel regression analysis was used to identify predictors. Residents' scores and self-evaluations were compared. Residents filled in 1,013 questionnaires, evaluating 230 clinical teachers. We received 160 self-evaluations. 'Planning Teaching' and 'Personal Support' (4.52, SD .61 and 4.53, SD .59) were rated highest, 'Feedback Content' (CanMEDS related) (4.12, SD .71) was rated lowest. Teachers in affiliated hospitals showed highest MOS and MSS. Medical specialty did not influence MOS. Female clinical teachers were rated higher for most MSS, achieving statistical significance. Residents in year 1-2 were most positive about their teachers. Residents' gender did not affect the mean scores, except for role modeling. At group level, self-evaluations and residents' ratings correlated highly (Kendall's τ 0.859). Resident evaluations of clinical teachers are influenced by teacher's gender, year of residency training, type of hospital, and to a lesser extent teachers' gender. Clinical teachers and residents agree on strong and weak points of clinical teaching.

District Stressors and Teacher Evaluation Ratings

ERIC Educational Resources Information Center

Lenhoff, Sarah Winchell; Pogodzinski, Ben; Mayrowetz, David; Superfine, Benjamin Michael; Umpstead, Regina R.

2018-01-01

Purpose: Federal and state policymakers in the USA have sought to better differentiate the performance of K-12 teachers by enacting more rigorous evaluation policies. The purpose of this paper is to investigate whether these policies are working as intended and explore whether district stressors such as funding, enrollment, and governance are…

Teacher Supervision and Evaluation Challenges: Canadian Perspectives on Overall Instructional Leadership

ERIC Educational Resources Information Center

Brandon, Jim; Hollweck, Trista; Donlevy, James Kent; Whalen, Catherine

2018-01-01

This inquiry focuses on the "overall instructional leadership" approaches used by exemplary principals in three high performing Canadian provinces to overcome three persistent obstacles to effective teacher supervision and evaluation: (a) the management challenge, (b) the complexity challenge, and (c) the learning challenge. Analysis of…

The Effectiveness of Special Education Teacher Evaluation Processes: Perspectives from Elementary Principals

ERIC Educational Resources Information Center

Glowacki, Heather; Hackmann, Donald G.

2016-01-01

This study examined perceptions of Illinois public elementary school principals regarding the effectiveness of their school districts' evaluation systems for special education teachers in promoting professional development and job performance accountability. Using an online questionnaire, 330 of the state's 1,551 elementary principals responded to…

Teacher Evaluation: A Case of "Loreful" Leadership

ERIC Educational Resources Information Center

Zirkel, Perry A.

2013-01-01

Educators and the public believe that it is exceedingly difficult to terminate incompetent teachers because of their legal protections in federal civil rights law, state tenure laws, and--even for states that do not have tenure laws-- the procedural and substantive requirements that are specific to performance evaluation in state and local…

From Student Evaluations to Teacher Performance: A Study of Piano Class Instruction

ERIC Educational Resources Information Center

Iwaguchi, Setsuko

2012-01-01

The purpose of this study was to evaluate instruction in individually mentored piano classes in nursery and kindergarten teacher training programmes. Questionnaires were developed and administered to piano class students; using the resulting data, relationships among the variables that affect student's satisfaction with piano classes and their…

The Interpretation of Student Performance on Evaluative Tests.

ERIC Educational Resources Information Center

Aikenhead, Glen S.

Reported is a study on the use of quantitative data in evaluating a science course for the purpose of introducing an alternative form of information presentation capable of supplying qualitative feedback valuable to students, teachers, and curriculum developers. Fifty-five teachers, randomly selected during the 1967-68 Project Physics (PP)…

Dissecting the role of sessional anatomy teachers: A systematic literature review.

PubMed

Rhodes, Danielle; Fogg, Quentin A; Lazarus, Michelle D

2017-12-04

Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross-level, near-peer and reciprocal-peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching-related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self-assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence-based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Determining the Roles of Mentors in the Teachers' Use of Technology: Implementation of Systems-Based Mentoring Model

ERIC Educational Resources Information Center

Gökoglu, Seyfullah; Çakiroglu, Ünal

2017-01-01

The aim of this case study is to evaluate the effect of mentors on teachers' technology integration process into their classrooms. In integration process, interactions between the mentors and the teachers are implemented in terms of Systems-Based Mentoring Model (SBMM). Mentors' leadership roles were determined and changes in teachers' technology…

Web-Based Teacher Training and Coaching/Feedback: A Case Study

ERIC Educational Resources Information Center

Wilczynski, Susan M.; Labrie, Allison; Baloski, Ann; Kaake, Amanda; Marchi, Nick; Zoder-Martell, Kimberly

2017-01-01

The present case study evaluated web-based training with coaching and feedback delivered through videoconferencing software to increase teacher use of behavioral methods associated with increased compliance. The participant, a preschool special education teacher, increased both her knowledge of efficacious interventions for autism spectrum…

An Exploration of Teachers' and Administrators' Perspectives: The Collaborative Process Using the Danielson Framework for Teaching Model

ERIC Educational Resources Information Center

Landolfi, Adrienne M.

2016-01-01

As accountability measures continue to increase within education, public school systems have integrated standards-based evaluation systems to formally assess professional practices among educators. The purpose of this study was to explore the extent in which the communication process between evaluators and teachers impacts teacher performance…

Texas Teacher Evaluation & Support System (T-TESS) Appraiser Handbook

ERIC Educational Resources Information Center

Texas Education Agency, 2016

2016-01-01

The Texas Education Agency's (TEA) approved instrument for evaluating teachers, the Professional Development and Appraisal System (PDAS), was the primary instrument used by 86 percent of local education agencies (LEAs) in the state and has been in place since 1997. In acknowledging the vital roles teachers play in student achievement, and based on…

"Anne of Green Gables": A One-Act Musical Based on Lucy Maud Montgomery's Novel. Cue Sheet for Teachers.

ERIC Educational Resources Information Center

Flynn, Rosalind

This performance guide is designed for teachers to use with students before and after a performance of the one-act musical based on Lucy Maud Montgomery's novel, "Anne of Green Gables," with music by Richard DeRosa and book and lyrics by Greg Gunning. The guide is designed to help teachers foster students' appreciation of theatre, dance,…

Developing a Tool to Evaluate Differences in Beliefs about Science Teaching and Learning among Freshman Science Student Teachers from Different Science Teaching Domains: A Case Study

ERIC Educational Resources Information Center

Markic, Silvija; Eilks, Ingo; Valanides, Nicos

2008-01-01

This paper presents a pilot case study on developing a qualitative tool to evaluate science student teachers' beliefs concerning science teaching and learning. The study is based on student teachers' drawings of themselves in a typical classroom situation and four open questions. Data was collected from 104 freshman science student teachers, and…

Cognitive Load Criteria for Critical Evaluation and Selection of Web-Based Resources for Science Teaching.

ERIC Educational Resources Information Center

Klemm, E. Barbara; Iding, Marie K.; Crosby, Martha E.

This study addresses the need to develop research-based criteria for science teacher educators to use in preparing teachers to critically evaluate and select web-based resources for their students' use. The study focuses on the cognitive load imposed on the learner for tasks required in using text, illustrations, and other features of multi-…

Performance Pay and Teacher Motivation: Separating Myth from Reality

ERIC Educational Resources Information Center

Hulleman, Chris S.; Barron, Kenneth E.

2010-01-01

This article draws on research from outside of education to evaluate some common myths about performance pay and to consider future directions for designing and evaluating performance pay systems in K-12 education. The five common myths surrounding performance pay include: (1) Performance pay systems improve performance; (2) Performance pay…

Teachers' Views on Performance-Based Assessments.

ERIC Educational Resources Information Center

King, Bruce

1991-01-01

Provides personal perspectives from teachers about the prospects and problems illuminated by Stanford University's Teacher Assessment Project. Teacher remarks address the portfolio development process, assessment centers, implications for national board certification for teachers, personal thoughts and perspectives on teaching, and the future of…

Diversity in Teacher Assessment: What's Working, What's Not?

ERIC Educational Resources Information Center

Nweke, Winifred; Noland, Juanie

The purpose of this study was to evaluate the effectiveness of using performance and portfolio assessment techniques to diversify assessment in a minority teacher education program at Tuskegee University (Alabama). Both performance and portfolio assessments served as the exit examination. These techniques were used for three reasons: a state…

Psychopathological manifestations of children with intellectual disabilities according to their cognitive and adaptive behavior profile.

PubMed

Tremblay, Karine N; Richer, Louis; Lachance, Lise; Côté, Alain

2010-01-01

Children with intellectual disabilities show deficits in cognitive abilities and adaptive behavior which increase the risk of psychopathological disorders. This exploratory study aims at delineating profiles of children based on their cognitive functioning and adaptive behaviors, and to compare them on psychopathological manifestations. A cognitive assessment and an evaluation of adaptive behaviors are conducted with 52 school-age children receiving services from a rehabilitation center for people with intellectual disabilities. Adaptive behaviors are evaluated by a special educator and a questionnaire concerning psychopathology is filled out by a parent and a teacher. Cluster analyses highlight three profiles among children: Performing, Uncooperative and Non-performing. They differ on cognitive functions, collaboration and in terms of practical abilities of adaptive behaviors. Chi-square tests show significant differences in social competences, but not in problematic behaviors, according to the viewpoint of parents and teachers. Potential explanations are provided to understand the absence of significant differences in problematic behaviors between the three profiles.

A School-Based Professional Development Programme for Teachers of Mathematical Modelling in Singapore

ERIC Educational Resources Information Center

Tan, Liang Soon; Ang, Keng Cheng

2016-01-01

A school-based professional development programme (SBPD) aimed at developing secondary school mathematics teachers' competencies to teach mathematical modelling in Singapore is presented and evaluated in this article. The SBPD is characterized by two key features--content elements to develop teachers' knowledge and skills, and transformative…

Current Issues in English Language Teacher-Based Assessment

ERIC Educational Resources Information Center

Davison, Chris; Leung, Constant

2009-01-01

Teacher-based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English…

Evaluating the Use of a Strengths-Based Development Tool with Head Teachers

ERIC Educational Resources Information Center

Cooper, Liz; Woods, Kevin

2017-01-01

This exploratory study investigated an educational psychologist's use of a strengths-based development tool with head teachers, in the context of influencing and supporting leaders in school organisations. Nine head teachers completed the "Realise2 Introductory Profile" online strengths assessment and then received a structured debrief…

Cognitive, Parent and Teacher Rating Measures of Executive Functioning: Shared and Unique Influences on School Achievement

PubMed Central

Dekker, Marielle C.; Ziermans, Tim B.; Spruijt, Andrea M.; Swaab, Hanna

2017-01-01

Very little is known about the relative influence of cognitive performance-based executive functioning (EF) measures and behavioral EF ratings in explaining differences in children's school achievement. This study examined the shared and unique influence of these different EF measures on math and spelling outcome for a sample of 84 first and second graders. Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF), and children were tested with computer-based performance tests from the Amsterdam Neuropsychological Tasks (ANT). Mixed-model hierarchical regression analyses, including intelligence level and age, showed that cognitive performance and teacher's ratings of working memory and shifting concurrently explained differences in spelling. However, teacher's behavioral EF ratings did not explain any additional variance in math outcome above cognitive EF performance. Parent's behavioral EF ratings did not add any unique information for either outcome measure. This study provides support for the ecological validity of performance- and teacher rating-based EF measures, and shows that both measures could have a complementary role in identifying EF processes underlying spelling achievement problems. The early identification of strengths and weaknesses of a child's working memory and shifting capabilities, might help teachers to broaden their range of remedial intervention options to optimize school achievement. PMID:28194121

Barriers and facilitators for integrating digital narratives in secondary school science instruction: A media specialist's action research study

NASA Astrophysics Data System (ADS)

Midland, Susan

Media specialists are increasingly assuming professional development roles as they collaborate with teachers to design instruction that combines content with technology. I am a media specialist in an independent school, and collaborated with two science teachers over a three-year period to integrate technology with their instruction. This action study explored integration of a digital narrative project in three eighth-grade earth science units and one ninth-grade physics unit with each unit serving as a cycle of research. Students produced short digital documentaries that combined still images with an accompanying narration. Students participating in the project wrote scripts based on selected science topics. The completed scripts served as the basis for the narratives. These projects were compared with a more traditional science writing project. Barriers and facilitators for implementation of this type of media project in a science classroom were identified. Lack of adequate access to computers proved to be a significant mechanical barrier. Acquisition of a laptop cart reduced but did not eliminate the technology access issues. The complexity of the project increased implementation time in comparison with traditional alternatives. Evaluation of the completed media projects presented problems. Scores by outside evaluators reflected evaluator unfamiliarity with assessing multimedia projects rather than student performance. Despite several revisions of the assessment rubric, low inter-rater reliability remained a concern even in the last cycle. This suggests that evaluation of media could present issues for teachers who attempt projects of this kind. A writing frame was developed to facilitate production of scripts. This reduced the time required to produce the scripts, but produced writing that was formulaic in the teacher's estimate. A graphic organizer was adopted in the final cycle to address this concern. New insights emerged as the study progressed through the four cycles of the study. At the conclusion of the study, the two teachers and I had a better understanding of barriers that can prevent smooth integration of a technology-based project.

Using Google Docs to Enhance the Teacher Work Sample: Building e-Portfolios for Learning and Practice

ERIC Educational Resources Information Center

Gugino, Jessica

2018-01-01

The use of teaching portfolios in teacher education programs is a widely accepted practice. This article describes how a traditional teacher work sample was transformed using the online platform, Google Docs. The use of online digital portfolios may help to satisfy both the need to evaluate teacher candidates' performance in special education…

Effects of a Rubric-Driven Assessment on Teacher Performance with Regard to Behavioral Management Skills

ERIC Educational Resources Information Center

Simmons, Kevin R.

2010-01-01

The purpose of this researcher was to evaluate the efficacy of an in-service training program in the use of a rubric-driven assessment system for classroom behavior management. Thirty randomly assigned teachers received in-service training and 30 teachers served as a control group. The use of a rubric-driven assessment provided both teachers and…

Teachers' Conceptualization and Actual Practice in the Student Evaluation Process at the Upper Secondary School Level in Japan, Focusing on Problem Solving Skills.

ERIC Educational Resources Information Center

Wai, Nu Nu; Hirakawa, Yukiko

2001-01-01

Studied the participation and performance of upper secondary school teachers in Japan through surveys completed by 360 Geography teachers. Findings suggest that the importance of developing problem-solving skills is widely recognized among these teachers. Implementing training in such skills is much more difficult. Developing effective teaching…

Effects of Students' Race, Physical Attractiveness, and Dialect on Teachers' Evaluations

ERIC Educational Resources Information Center

DeMeis, Debra Kanai; Turner, Ralph R.

1978-01-01

Based on taped samples of the students' speech, 68 white elementary school teachers rated subjects on personality, quality of response, and current and future academic abilities. Black students, Black English-speaking students and unattractive students were rated consistently lower. Academic failure may result from evaluations based on race and…

Teacher Incentive through Performance Contracting: A Programmatic Approach

ERIC Educational Resources Information Center

Quarles, Royce W.

1974-01-01

Describes an instructional program which applied the incentive theories of performance contracting--but with individualized, diagnostic-based instruction both designed and conducted by the teachers. (RB)

The etiology of mathematical self-evaluation and mathematics achievement: understanding the relationship using a cross-lagged twin study from age 9 to 12

PubMed Central

Luo, Yu L.L.; Kovas, Yulia; Haworth, Claire M.A.; Plomin, Robert

2011-01-01

The genetic and environmental origins of individual differences in mathematical self-evaluation over time and its association with later mathematics achievement were investigated in a UK sample of 2138 twin pairs at ages 9 and 12. Self-evaluation indexed how good children think they are at mathematical activities and how much they like those activities. Mathematics achievement was assessed by teachers based on UK National Curriculum standards. At both ages self-evaluation was approximately 40% heritable, with the rest of the variance explained by non-shared environment. The results also suggested moderate reciprocal associations between self-evaluation and mathematics achievement across time, with earlier self-evaluation predicting later performance and earlier performance predicting later self-evaluation. These cross-lagged relationships were genetically rather than environmentally mediated. PMID:22102781

Web-Based Cognitive Apprenticeship Model for Improving Pre-Service Teachers' Performances and Attitudes towards Instructional Planning: Design and Field Experiment

ERIC Educational Resources Information Center

Liu, Tzu-Chien

2005-01-01

Instructional planning is an essential professional activity often used by teachers. However, some characteristics of existing university-based teacher education programs may hamper pre-service teachers' learning of instructional planning. Thus, this study adopts the cognitive apprenticeship as a theoretical foundation to construct a web-based…

A Performance-Based Teacher Education Curriculum in the Language Arts

ERIC Educational Resources Information Center

Rudman, Masha

1972-01-01

Under a feasibility grant awarded by the U.S. Department of Health, Education and Welfare for a Model Elementary Teacher Education Program (METEP), the University of Massachusetts' School of Education set up a language arts education program based on performance criteria, in that it is the performance of the student that is crucial, not the method…

What Are Error Rates for Classifying Teacher and School Performance Using Value-Added Models?

ERIC Educational Resources Information Center

Schochet, Peter Z.; Chiang, Hanley S.

2013-01-01

This article addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using a realistic performance measurement system scheme based on hypothesis testing, the authors develop error rate formulas based on ordinary least squares and…

Pre-Service Teachers' Conceptions of Effective Teacher Talk: Their Critical Reflections on a Sample Teacher-Student Dialogue

ERIC Educational Resources Information Center

Lee, Ji-Eun; Kim, Kyoung-Tae

2016-01-01

This study aimed to explore pre-service elementary teachers' (PSTs') conceptions of effective teacher talk in mathematics instruction, which were interpreted primarily based on the concept of communicative approach. This was accomplished through a task that involves analyzing and evaluating a sample teacher-student dialogue. This study…

Is Teacher Assessment Reliable or Valid for High School Students under a Web-Based Portfolio Environment?

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Wu, Bing-Hong

2012-01-01

This study explored the reliability and validity of teacher assessment under a Web-based portfolio assessment environment (or Web-based teacher portfolio assessment). Participants were 72 eleventh graders taking the "Computer Application" course. The students perform portfolio creation, inspection, self- and peer-assessment using the Web-based…

Project ESCAPE; A Performance-Based Teacher Education Program.

ERIC Educational Resources Information Center

Vigo County School Corp., Terre Haute, IN.

Project ESCAPE is sponsored by the Vigo County School Corporation of Terre Haute, Indiana, with the cooperation of Indiana State University. The unique characteristic of this project is that it is a competency-based teacher education program that has been created, tested, and implemented by practicing professional teachers. It is based on the…

Effective Supervisory Conferences: Strategies for Modifying Teacher Behavior.

ERIC Educational Resources Information Center

Young, David B.

This paper holds that the "supervisory" function should be basically one of teaching teachers rather than evaluation of teaching styles, with the consultant on teaching guiding a teacher in the systematic analysis and modification of his teaching performance through a systematic decisionmaking process. In the first half of this paper supervisory…

Teachers' Journeys: A Case of Teachers of Learners Aged Five to Six

ERIC Educational Resources Information Center

Feza, Nosisi N.

2018-01-01

South Africa's esteem is low with regard to current learner achievement in mathematics. Results from international studies, such as TIMMS and SACMEQ, continuously indicate that South African learners perform below international benchmarks in mathematics. Research and evaluation studies assert that teacher practices and poor early mathematics…

Partners in Learning: Teacher Leaders Drive Instructional Excellence

ERIC Educational Resources Information Center

Duff, Victoria; Islas, M. René

2013-01-01

New educator evaluation systems demand a focus on effective teaching and learning while promoting the professional growth of all teachers. By identifying and leveraging the contributions of high-performing teachers as instructional leaders, problem solvers, and decision-makers to lead improvement at the classroom level, the system builds capacity…

Effectiveness of an Online Simulation for Teacher Education

ERIC Educational Resources Information Center

Badiee, Farnaz; Kaufman, David

2014-01-01

This study evaluated the effectiveness of the "simSchool" (v.1) simulation as a tool for preparing student teachers for actual classroom teaching. Twenty-two student teachers used the simulation for a practice session and two test sessions; data included objective performance statistics generated by the simulation program, self-rated…

The Work, Perceptions and Professional Development of Teachers

ERIC Educational Resources Information Center

Silva, Ana Maria; Herdeiro, Rosalinda

2014-01-01

This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

To the Planets, Comets, and Beyond: A Vision of Sustained Collaboration

NASA Astrophysics Data System (ADS)

Gaboardi, M.; Grauer, M.; Humayun, M.; Dixon, P.

2007-12-01

Our NASA-funded, E/PO partnership, the Student-Teacher Astronomy Resource (STAR) Program, has been successful in integrating current space science knowledge, scientific inquiry, and educational practices. With our focus on the recent NASA Stardust Mission, we engage teachers, students, and the general public in timely, research-based inquiry into space science. One such component of our program is "The Solar System: To the Planets, Comets, and Beyond," a new curricula that is accessible to, and comfortable for, primary educators, many of whom were previously uncomfortable teaching space science. This achievement is the result of ongoing collaboration between a formal primary educator (Grauer), the director of educational outreach for the National High Magnetic Field Laboratory (Dixon), a cosmochemist (Humayun) and a graduate student (Gaboardi), both researchers in the geochemistry program within the NHMFL. Indicators of success in our outreach program include the following: 1- Increased public awareness of research as evidenced by local television, newspaper, and radio coverage, 2- Requests from individual teachers, schools, and school districts for workshops specific to our program, 3- Overwhelmingly positive formal and informal responses from teachers, students, and parents participating in our program, 4- Requests from high-school students for advice involving science fair projects, 5- High level of performance of Grauer's primary students in space science curricula developed as a result of collaboration, and 6- Integration of a space science component into the sustained outreach program provided by the NHMFL. We are currently collecting formal questionnaires from teachers who have participated in our 2007 workshops to explore the following further indicators of success: 1- teachers' use of our curricula, 2- teachers' comfort levels in teaching space science both before and after attending our workshop, and 3- teachers' evaluation of their own space science content knowledge before and after attending our workshop. Based on formal responses from the 2006 cohort, and informal responses from the 2007 cohort, we expect evaluations to be strongly positive.

The Experiences of Middle School Students Using Data in an Eighth Grade Mathematics Classroom

ERIC Educational Resources Information Center

Scavuzzo-Despagni, Patricia

2011-01-01

In education, there is an increasing emphasis on the use of data in schools. Data are reported on academic achievement in school report cards each year. Administrators use data for curricular and evaluative purposes. Teachers are provided with data to improve their pedagogy. All of this data is based on student academic performance; however,…

Evaluation of Professional Development in the Use of Arts-Integrated Activities with Mathematics Content: Findings about Program Implementation

ERIC Educational Resources Information Center

Ludwig, Meredith Jane; Mengli, Song; Kouyate-Tate, Akua; Cooper, Jennifer E.; Phillips, Lori; Greenbaum, Sarah

2014-01-01

In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse…

The Complexity of Teacher Questions in Chemistry Classrooms: An Empirical Analysis on the Basis of Two Competence Models

ERIC Educational Resources Information Center

Nehring, Andreas; Päßler, Andreas; Tiemann, Rüdiger

2017-01-01

With regard to the moderate performance of German students in international large-scale assessments, one branch of German science education research is concerned with the construction and evaluation of competence models. Based on the theory-driven definition of competence levels, these models imply a correlation between the complexity of a…

Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Education Policy for Action Series

ERIC Educational Resources Information Center

Corcoran, Sean P.

2010-01-01

Value-added measures of teacher effectiveness are the centerpiece of a national movement to evaluate, promote, compensate, and dismiss teachers based in part on their students' test results. Federal, state, and local policy-makers have adopted these methods en masse in recent years in an attempt to objectively quantify teaching effectiveness and…

An Evaluation of Teachers' Perceptions of a State Developed Educational Portal

ERIC Educational Resources Information Center

Caraccio, Beth Katz

2009-01-01

The purpose of this study was to investigate teachers' perceptions use of a state developed educational portal. The research evaluated the differences in the quality, usefulness, and relevance of learning objects found on the website based on teachers' gender and grade level they taught. Grade level taught referred to those grades that are the…

Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy.

PubMed

Jimerson, Shane R; Haddock, Aaron D

2015-12-01

Teacher quality has a vital influence on student success or failure. Thus, further research regarding teacher effectiveness, teacher evaluation, teacher well-being, and teacher contributions is essential to inform school psychologists and allied educational professionals who collaborate and consult with teachers to facilitate student success. In this special topic section of School Psychology Quarterly, a series of 6 articles further elucidate teachers' powerful contributions to student outcomes along with concrete, research-based ways for school psychologists to support and collaborate with teachers. The studies included in the special section describe how teacher support facilitates students' positive academic and social-emotional outcomes and how students' attitudes toward learning moderate the association between the classroom environment and students' academic achievement. Studies also report on the development and validation of self-report measures focused on both teacher subjective well-being and teachers' use of evidence-based practices. Finally, the articles included in the special topic section offer insights and ideas for refining teacher evaluation practices, understanding the factors contributing to program implementation fidelity, and improving prevention, early identification, and intervention efforts aimed at fostering school completion and positive youth development. (c) 2015 APA, all rights reserved).

Measuring and Promoting Inter-Rater Agreement of Teacher and Principal Performance Ratings

ERIC Educational Resources Information Center

Graham, Matthew; Milanowski, Anthony; Miller, Jackson

2012-01-01

As states, districts, and schools transition toward more rigorous educator evaluation systems, they are placing additional weight on judgments about educator practice. Since teacher and principal observation ratings inherently rely on evaluators' professional judgment, there is always a question of how much the ratings depend on the particular…

Addressing Substandard Teaching in Schools: An Assessment of Principals' Enabling Behavior

ERIC Educational Resources Information Center

Gluck, Arlene

2013-01-01

Researchers estimate that 5-15% of American teachers do not produce the desired student performance. Nevertheless, 99% of U.S. teachers receive satisfactory evaluations annually. Guided by literature on obstacles to effective evaluation, this qualitative case study sought to understand the reasons why principals hesitate to confront substandard…

Evaluating and Supporting Early Childhood Teachers

ERIC Educational Resources Information Center

Passe, Angèle Sancho

2015-01-01

There's a lot of conversation in the early childhood community on evaluating teachers to improve their performance. Raising the quality of early care and education is a priority for policymakers and practitioners on local, state, and federal levels. As a result, much attention is being focused on early childhood educators to ensure that they do a…

Aspiring Principals' Perspectives about Teacher Supervision and Evaluation: Insights for Educational Leadership Preparation Programs

ERIC Educational Resources Information Center

Range, Bret G.; McKim, Courtney; Mette, Ian M.; Hvidston, David J.

2014-01-01

This qualitative study sought to understand the views of aspiring principals about teacher supervision and evaluation issues, including their perceived definitions of each, as well as concerns about performing either duty in their first administrative role. Thirty-­two educational administration graduate students enrolled in an instructional…

Lacking Capacity? How to Work Smart in Teacher Evaluation. Ask the Team

ERIC Educational Resources Information Center

Cushing, Ellen

2013-01-01

Capacity is a real and pressing challenge for educators tasked with implementing robust evaluation systems that include multiple measures of performance. In response to questions from the field, the Center on Great Teachers and Leaders has gathered emerging strategies from policymakers and practitioners who are grappling with capacity challenges…

A Multi Criteria Group Decision-Making Model for Teacher Evaluation in Higher Education Based on Cloud Model and Decision Tree

ERIC Educational Resources Information Center

Chang, Ting-Cheng; Wang, Hui

2016-01-01

This paper proposes a cloud multi-criteria group decision-making model for teacher evaluation in higher education which is involving subjectivity, imprecision and fuzziness. First, selecting the appropriate evaluation index depending on the evaluation objectives, indicating a clear structural relationship between the evaluation index and…

How Do Value-Added Indicators Compare to Other Measures of Teacher Effectiveness? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 5

ERIC Educational Resources Information Center

Harris, Douglas N.

2012-01-01

In the recent drive to revamp teacher evaluation and accountability, measures of a teacher's value added have played the starring role. But the star of the show is not always the best actor, nor can the star succeed without a strong supporting cast. In assessing teacher performance, observations of classroom practice, portfolios of teachers' work,…

Performance-Based Curriculum for Language Arts: From Knowing to Showing.

ERIC Educational Resources Information Center

Burz, Helen L.; Marshall, Kit

This book is intended to be used as a guide to develop a performance-based curriculum based on language arts standards recommended by the National Council of Teachers of English and the International Reading Association. The book helps teachers take their students beyond knowledge and basic skills by teaching them to be accountable for showing…

The enquiry-based learning experience: An evaluation project.

PubMed

Ashby, Jayne; Hubbert, Vanessa; Cotrel-Gibbons, Liz; Cox, Karen; Digan, John; Lewis, Kerry; Langmack, Gill; Matiti, Milika; McCormick, Damion; Roberts, Lorraine; Taylor, Derek; Thom, Natasha; Wiggs, Mary; Wilson, Linda

2006-01-01

A research and nursing development initiative group consisting of health lecturers and lecturer practitioners set out to evaluate how learners and teachers felt about the introduction of an enquiry based learning (EBL) approach to education. Five focus groups, teachers (1 group) post-registration students (1 group) and pre-registration diploma students (3 groups) were interviewed. Discussions were tape recorded, transcribed, and analysed. The results revealed that students and teachers held disparative views on the efficiency of EBL. Teachers, surprisingly, felt more doubtful and discouraged than learners. Several concerns were raised over the ability of EBL to establish a foothold in a curriculum more noted for a pedagogical stance on learning.

Modeling eBook acceptance: A study on mathematics teachers

NASA Astrophysics Data System (ADS)

Jalal, Azlin Abd; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad

2014-12-01

The integration and effectiveness of eBook utilization in Mathematics teaching and learning greatly relied upon the teachers, hence the need to understand their perceptions and beliefs. The eBook, an individual laptop completed with digitized textbook sofwares, were provided for each students in line with the concept of 1 student:1 laptop. This study focuses on predicting a model on the acceptance of the eBook among Mathematics teachers. Data was collected from 304 mathematics teachers in selected schools using a survey questionnaire. The selection were based on the proportionate stratified sampling. Structural Equation Modeling (SEM) were employed where the model was tested and evaluated and was found to have a good fit. The variance explained for the teachers' attitude towards eBook is approximately 69.1% where perceived usefulness appeared to be a stronger determinant compared to perceived ease of use. This study concluded that the attitude of mathematics teachers towards eBook depends largely on the perception of how useful the eBook is on improving their teaching performance, implying that teachers should be kept updated with the latest mathematical application and sofwares to use with the eBook to ensure positive attitude towards using it in class.

"Teaching is like nightshifts …": a focus group study on the teaching motivations of clinicians.

PubMed

Dybowski, Christoph; Harendza, Sigrid

2014-01-01

To ensure the highest quality of education, medical schools have to be aware of factors that influence the motivation of teachers to perform their educational tasks. Although several studies have investigated motivations for teaching among community-based practitioners, there is little data available for hospital-based physicians. This study aimed to identify factors influencing hospital-based physicians' motivations to teach. We conducted 3 focus group discussions with 15 clinical teachers from the Medical Faculty at Hamburg University. Using a qualitative inductive approach, we extracted motivation-related factors from the transcripts of the audio-recorded discussions. Three main multifaceted categories influencing the motivation of teachers were identified: the teachers themselves, the students, and the medical faculty as an organization. Participants showed individual sets of values and beliefs about their roles as teachers as well as personal notions of what comprises a "good" medical education. Their personal motives to teach comprised a range of factors from intrinsic, such as the joy of teaching itself, to more extrinsic motives, such as the perception of teaching as an occupational duty. Teachers were also influenced by the perceived values and beliefs of their students, as well as their perceived discipline and motivation. The curriculum organization and aspects of leadership, human resource development, and the evaluation system proved to be relevant factors as well, whereas extrinsic incentives had no reported impact. Individual values, beliefs, and personal motives constitute the mental framework upon which teachers perceive and assess motivational aspects for their teaching. The interaction between these personal dispositions and faculty-specific organizational structures can significantly impair or enhance the motivation of teachers and should therefore be accounted for in program and faculty development.

The Implementation of Standards-Based Teacher Evaluation in Vietnamese Secondary Schools: A Case Study in Dong Thap

ERIC Educational Resources Information Center

Pham, Huy Q.

2013-01-01

Teacher quality has become a critical area of concern in Vietnamese education. Recently, new professional standards for teachers in secondary schools have been developed, piloted, and implemented. This study explores the perceptions of teachers, school principals, and other administrators about the new teacher professional standards, the…

Context Matters: Principals' Sensemaking of Teacher Hiring and On-the-Job Performance

ERIC Educational Resources Information Center

Ingle, Kyle; Rutledge, Stacey; Bishop, Jennifer

2011-01-01

Purpose: School principals make sense of multiple messages, policies, and contexts within their school environments. The purpose of this paper is to examine specifically how school leaders make sense of hiring and subjective evaluation of on-the-job teacher performance. Design/methodology/approach: This qualitative study drew from 42 interviews…

Acts of Fabrication in the Performance Management of Teachers' Work

ERIC Educational Resources Information Center

Naidu, Sham

2012-01-01

"Performativity," it is argued, is a new mode of state regulation which makes it possible to govern in an "advanced liberal" way. It requires individual [teachers] to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The…

Evaluation of Webquest in Biology: Teachers' Perception

ERIC Educational Resources Information Center

Osman, Kamisah

2014-01-01

Teaching and learning based on web or web-based learning is a concept which integrates information and technology in education. Teachers and instructors have to assist their learners to learn to function in this information environment. However, teacher trainers and instructors have limited experience in the integration of ICT by using web in…

Competency-Based Teacher Education; Progress, Problems, and Prospects.

ERIC Educational Resources Information Center

Houston, W. Robert, Ed.; Howsam, Robert B., Ed.

This volume is an outgrowth of the 1971 conference on competency-based teacher education at the University of Houston. The authors deal with topics which concern the conference participants. The topics include a) change and challenge in teacher education, b) explicit objectives, c) curriculum design, d) evaluation of teaching behavior, e)…

In-Service Teachers' Internet Self-Efficacy: A Re-Examination of Gender Differences

ERIC Educational Resources Information Center

Kahraman, Sakip; Yilmaz, Zeynel Abidin

2018-01-01

Teachers' Internet self-efficacy plays a critical role in their web-based professional development and on their students' learning outcomes in Internet-based learning environments. It is therefore important to periodically measure and evaluate teachers' self-efficacy regarding the Internet, which is a dynamic technology, using an instrument that…

Training Teachers in Evidence-Based Practice for Individuals with Autism Spectrum Disorder: A Review of the Literature

ERIC Educational Resources Information Center

Alexander, Jennifer L.; Ayres, Kevin M.; Smith, Katie A.

2015-01-01

In this review, the authors include 23 studies where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on…

Accountability Policies and Teachers' Acceptance and Usage of School Performance Feedback--A Comparative Study

ERIC Educational Resources Information Center

Maier, Uwe

2010-01-01

This paper implemented a comparative approach to investigate the relationships between test-based school accountability policies in 2 German states and teachers' acceptance and usage of feedback information. Thuringia implemented mandatory tests for secondary schools based on competency modeling and performance data controlled for socioeconomic…

Evaluating the Quality of the Child Care in Finland

ERIC Educational Resources Information Center

Hujala, Eeva; Fonsen, Elina; Elo, Janniina

2012-01-01

In this study we examine parents' and teachers' perceptions of the early childhood education and care (ECEC) quality in Finland. The study is based on the paradigm of inclusionary quality and the assessment is based on the quality evaluation model. The parents and teachers assess the quality to be good. The strength of the quality was the effect…

Implementation Issues of a Standards-Based Teacher Evaluation System: Perceptions of Campus Administrators

ERIC Educational Resources Information Center

Nixon, Lisa

2013-01-01

The purpose of this mixed methods study was to determine the key implementation issues of a standards-based teacher evaluation system as perceived by campus administrators. The 80 campus administrators that participated in this study were from six public school districts located in southeastern Texas that serve students in grades Kindergarten…

An Evaluation of a School-Based Professional Development Program on Teachers' Efficacy for Technology Integration: Findings from an Initial Study

ERIC Educational Resources Information Center

Skoretz, Yvonne; Childress, Ronald

2013-01-01

The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…

A pilot study of an online universal school-based intervention to prevent alcohol and cannabis use in the UK

PubMed Central

Newton, Nicola C; Conrod, Patricia J; Rodriguez, Daniel M; Teesson, Maree

2014-01-01

Objectives The online universal Climate Schools intervention has been found to be effective in reducing the use of alcohol and cannabis among Australian adolescents. The aim of the current study was to examine the feasibility of implementing this prevention programme in the UK. Design A pilot study examining the feasibility of the Climate Schools programme in the UK was conducted with teachers and students from Year 9 classes at two secondary schools in southeast London. Teachers were asked to implement the evidence-based Climate Schools programme over the school year with their students. The intervention consisted of two modules (each with six lessons) delivered approximately 6 months apart. Following completion of the intervention, students and teachers were asked to evaluate the programme. Results 11 teachers and 222 students from two secondary schools evaluated the programme. Overall, the evaluations were extremely positive. Specifically, 85% of students said the information on alcohol and cannabis and how to stay safe was easy to understand, 84% said it was easy to learn and 80% said the online cartoon-based format was an enjoyable way to learn health theory topics. All teachers said the students were able to recall the information taught, 82% said the computer component was easy to implement and all teachers said the teacher's manual was easy to use to prepare class activities. Importantly, 82% of teachers said it was likely that they would use the programme in the future and recommend it to others. Conclusions The Internet-based universal Climate Schools prevention programme to be both feasible and acceptable to students and teachers in the UK. A full evaluation trial of the intervention is now required to examine its effectiveness in reducing alcohol and cannabis use among adolescents in the UK before implementation in the UK school system. PMID:24840248

Effect and process evaluation of a kindergarten-based, family-involved cluster randomised controlled trial in six European countries on four- to six-year-old children's steps per day: the ToyBox-study.

PubMed

De Craemer, Marieke; Verloigne, Maïté; De Bourdeaudhuij, Ilse; Androutsos, Odysseas; Iotova, Violeta; Moreno, Luis; Koletzko, Berthold; Socha, Piotr; Manios, Yannis; Cardon, Greet

2017-08-29

The ToyBox-intervention is a theory- and evidence-based intervention delivered in kindergartens to improve four- to six-year-old children's energy balance-related behaviours and prevent obesity. The current study aimed to (1) examine the effect of the ToyBox-intervention on increasing European four- to six-year-old children' steps per day, and (2) examine if a higher process evaluation score from teachers and parents was related to a more favourable effect on steps per day. A sample of 2438 four- to six-year-old children (51.9% boys, mean age 4.75 ± 0.43 years) from 6 European countries (Belgium, Bulgaria, Germany, Greece, Poland and Spain) wore a motion sensor (pedometer or accelerometer) for a minimum of two weekdays and one weekend day both at baseline and follow-up to objectively measure their steps per day. Kindergarten teachers implemented the physical activity component of the ToyBox-intervention for 6 weeks in total, with a focus on (1) environmental changes in the classroom, (2) the child performing the actual behaviour and (3) classroom activities. Children's parents received newsletters, tip cards and posters. To assess intervention effects, multilevel repeated measures analyses were conducted for the total sample and the six intervention countries separately. In addition, process evaluation questionnaires were used to calculate a total process evaluation score (with implementation and satisfaction as a part of the overall score) for teachers and parents which was then linked with the physical activity outcomes. No significant intervention effects on four- to six-year-old children' steps per weekday, steps per weekend day and steps per average day were found, both in the total sample and in the country-specific samples (all p > 0.05). In general, the intervention effects on steps per day were least favourable in four- to six-year-old children with a low teachers process evaluation score and most favourable in four- to six-year-old children with a high teachers process evaluation score. No differences in intervention effects were found for a low, medium or high parents' process evaluation score. The physical activity component of the ToyBox-intervention had no overall effect on four- to six-year-old children' steps per day. However, the process evaluation scores showed that kindergarten teachers that implemented the physical activity component of the ToyBox-intervention as planned and were satisfied with the physical activity component led to favourable effects on children's steps per day. Strategies to motivate, actively involve and engage the kindergarten teachers and parents/caregivers are needed to induce larger effects.

Parent, Teacher, and Student Perspectives on how Corrective Lenses Improve Child Wellbeing and School Function

PubMed Central

Dudovitz, Rebecca N; Izadpanah, Nilufar; Chung, Paul J.; Slusser, Wendelin

2015-01-01

Objectives Up to 20% of school-age children have a vision problem identifiable by screening, over 80% of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. Methods We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Results Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students’ focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. Conclusions for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance. PMID:26649878

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function.

PubMed

Dudovitz, Rebecca N; Izadpanah, Nilufar; Chung, Paul J; Slusser, Wendelin

2016-05-01

Up to 20 % of school-age children have a vision problem identifiable by screening, over 80 % of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students' focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

Highlights of Conference on Using Student Test Scores to Measure Teacher Performance: The State of the Art in Research and Practice

ERIC Educational Resources Information Center

Guarino, Cassandra; Reckase, Mark D.; Wooldridge, Jeffrey M.

2013-01-01

The push for accountability in public schooling has extended to the measurement of teacher performance, accelerated by federal efforts through Race to the Top. Currently, a large number of states and districts across the country are computing measures of teacher performance based on the standardized test scores of their students and using them to…

Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees after Two Years. NCEE Study Snapshot. NCEE 2015-4022

ERIC Educational Resources Information Center

National Center for Education Evaluation and Regional Assistance, 2015

2015-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…

Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

2009-05-01

In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

Resident evaluation of clinical teachers based on teachers' certification.

PubMed

Steiner, Ivan P; Yoon, Philip W; Kelly, Karen D; Diner, Barry M; Donoff, Michel G; Mackey, Duncan S; Rowe, Brian H

2003-07-01

To examine the influence of emergency medicine (EM) certification of clinical teaching faculty on evaluations provided by residents. A prospective cohort analysis was conducted of assessments between July 1994 and July 2000 on residents' evaluations of EM faculty at the University of Alberta, Edmonton, Canada. Resident- and faculty-related variables were entered anonymously using the validated evaluation tool (ER Scale). Credentialing and demographic information on EM faculty was supplemented by data obtained through a nine-question survey. Groups were compared using ANOVA. The 562 residents returned 705 (91%) valid evaluation sheets on 115 EM faculty members. The four domains of didactic teaching, clinical teaching, approachability, and helpfulness were assessed. The majority of ratings were in the very good or superb categories for each domain. Instructors with certification in EM had higher scores in didactic, clinical teaching compared with others, and teachers without national certification scored lower in the helpful and approachable categories (p < 0.05). The route of obtaining EM certifications either through training or practice eligibility did not affect scores. Instructors under the age of 40 years had higher scores than the older age groups in three of four categories (p < 0.05). Instructors working at the teaching sites on a half-time basis received higher scores than those working full-time, and scores varied based on site. Overall, teaching ratings improved over the study period (p < 0.05). Significant differences exist among instructors in the EM setting that affect their teaching rating scores. National certification in EM, academic track, rotation year, and site are all correlated with better teaching performance.

A program evaluation of Protovation Camp at an elementary school in North Carolina

NASA Astrophysics Data System (ADS)

Cavoly, Denise Y.

The purpose of this program evaluation was to investigate the impact over time teachers' self-efficacies and the outcome expectancies of those who participated in an inquiry-based, hands-on, constructivist professional development program to learn science content. The hope was that after active participation in this inquiry-based professional development program that provides science inquiry experiences, the teachers, graduate students and elementary students would gain content knowledge, increase self-efficacies, and provide the outcome expectancies of the learning development program that provides science inquiry experiences. The mixed-methods approach used quantitative and qualitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, Science Process Skills Inventory (SPSI) and content tests based on the camp activities. Additionally, TOSRA scores, Teacher Sense of Efficacy Scale (TSES), and Thinking about Science Survey (TSSI) results for the graduate students and elementary teachers were used along with qualitative data collected from plusdelta charts and interviews to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual elementary students was an important component for teachers and graduate students as they prepare to positively impact student learning in their own classrooms. The findings of this study suggest that it is not just the length of the professional development program that is crucial, but the need for an implementation period while teachers work to transfer the learning to the classroom to their own students is critical to the success of process.

The Design and Development of an Online, Case-Based Course in a Teacher Preparation Program

ERIC Educational Resources Information Center

Peña, Carmen M.

2004-01-01

The goals of this study were to: 1) design a web-based course using WebCT for future secondary school teachers at the University of Texas Pan American, 2) evaluate the effectiveness of the course, and 3) provide a set of guidelines for designing web-based courses for other teacher educators. The participants in this study consisted of junior- and…

Teacher Evaluations: Use or Misuse?

ERIC Educational Resources Information Center

Warring, Douglas F.

2015-01-01

This manuscript examines value added measures used in teacher evaluations. The evaluations are often based on limited observations and use student growth as measured by standardized tests. These measures typically do not use multiple measures or consider other factors in the teaching and learning process. This manuscript identifies some of the…

Teachers under Duress: Some Effects of Declining Enrollment and District Staffing Policies.

ERIC Educational Resources Information Center

Phelan, William T.

A questionnaire survey of 1,506 teachers in 89 elementary and secondary schools in eastern Massachusetts examined teachers' reactions to declining enrollments and school district retrenchment policies. The hypotheses tested suggest that, in districts whose reduction-in-force (RIF) policies include performance evaluations as well as seniority as…

Exploring the Reliability and Validity of Pilot Teacher Ratings in a Large California School District

ERIC Educational Resources Information Center

Makkonen, Reino

2013-01-01

Many states and school districts have recently instituted revamped teacher evaluation policies in response to incentives from the federal government as well as a changing political climate favoring holding teachers accountable for the performance of their students. Many of these overhauls have mandated the incorporation of multiple performance…

University Students' Perceptions of Native and Non-Native Teachers

ERIC Educational Resources Information Center

Ustunluoglu, Evrim

2007-01-01

The employment of native teachers of English in countries where English is a foreign language, coupled with a growing concern over teaching effectiveness, has led to collecting data about teachers' performance through student feedback. Not much research has been carried out in Turkey to evaluate the process and output of language teaching by…

Value Added: Do New Teacher Evaluation Methods Make the Grade?

ERIC Educational Resources Information Center

Garrett, Kristi

2011-01-01

Measuring a teacher's effectiveness in quantifiable ways is a logical step in a society driven by the SMART goals (specific, measurable, attainable, relevant, and timely objectives) that pervade modern management. The idea of using student performance on standardized tests to judge a teacher's effectiveness picked up steam after the Obama…

An Evaluation of Science Teacher Candidates' Energy Saving Behavior Intention Based on the Theory of Planned Behaviour

ERIC Educational Resources Information Center

Yüzüak, Ahmet Volkan; Erten, Sinan

2018-01-01

Aim of the study is to evaluate science teacher candidates' behaviour of energy saving intention among sustainable behaviours within the frame of the Theory of Planned Behaviour. The study was conducted with 1947 teacher candidates studying in six geographical regions of Turkey (Central Anatolia Region, Black Sea Region, Aegean Region, Marmara…

eMINTS Program Evaluation Report: An Investigation of Program Fidelity and Its Impact on Teacher Mastery and Student Achievement

ERIC Educational Resources Information Center

Martin, Wendy; Strother, Scott; Weatherholt, Tara; Dechaume, Merav

2008-01-01

The eMINTS professional development programs are designed to help teachers learn how to integrate technology into their teaching, using instructional strategies that promote inquiry-based learning and encourage collaboration and community building among students and teachers. The eMINTS programs considered in this evaluation include: (1) eMINTS…

"Being In" and "Feeling Seen" in Professional Development as New Teachers: The Ontological Layer(ing) of Professional Development Practice

ERIC Educational Resources Information Center

Bills, Andrew M.; Giles, David; Rogers, Bev

2016-01-01

Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call "performativities" in this paper. While this intent is invariably played out in individualised performance…

Teacher Self-Efficacy for Teaching Students to Lead IEP Meetings

ERIC Educational Resources Information Center

Scott, LaRon

2010-01-01

The level of self-efficacy exhibited by an individual has been closely linked to how that individual will perform a given task. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. Based on the theoretical framework of…

Shifting Discourses in Teacher Education: Performing the Advocate Bilingual Teacher

ERIC Educational Resources Information Center

Caldas, Blanca

2017-01-01

This article analyses the co-construction of the Bilingual teacher as advocate among preservice Bilingual teachers, through the use of narratives drawn from actual stories of Bilingual teachers, by means of drama-based pedagogy inspired by Theater of the Oppressed techniques. This study uses critical discourse analysis and Bakhtinian…

A Closer Look: Teacher Evaluations and Reduction-in-Force Policies

ERIC Educational Resources Information Center

Thomsen, Jennifer

2014-01-01

An increasing number of states are requiring teacher performance, as measured by evaluations, be considered when districts are conducting layoffs or reductions in force, according to a 50-state policy review by the Education Commission of the States (ECS). ECS reviewed reduction-in-force policies in 2012 and recently created an online database,…

Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers

ERIC Educational Resources Information Center

Sosanya-Tellez, Carla Ann

2010-01-01

Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator's moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux,…

A Model of Planning for School Improvement and Obstacles to Implementation.

ERIC Educational Resources Information Center

Taylor, Dianne L.; Tashakkori, Abbas; Crone-Koshel, Linda

2001-01-01

Reports results of two separate but related studies: The first involves the use of a rubric to evaluate improvement plans from low-performing schools; the second involves a sample of teacher and administrator perceptions of their involvement in improvement planning. Finds poor-quality plans in evaluation study to be related to teacher-involvement…

Teacher and Principal Perceptions of How Principal Transformational and Instructional Leadership Behaviors Relate to Student Achievement

ERIC Educational Resources Information Center

Steele, Gayle

2012-01-01

Because of public concern over the effectiveness of our schools, a new evaluation system was put in place to hold principals and teachers directly accountable for student academic achievement. Part of this evaluation included student performance on state assessments. The purpose of this qualitative study sought to examine how the transformation…

Could Students' Evaluation Be a Pleasant and Effective Process?

ERIC Educational Resources Information Center

Kapachtsi, Venetia; Pantelidi, Ioanna; Stamidou, Markia

2016-01-01

The evaluation of students' performance is one of the most important issues of educational reality. ?t strongly attracts the interest of all involved in the process of education: teachers, students, parents and the state as well. This study, is trying to find out, if using the project method, the teacher can assess effectively students, in a…