Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?

PubMed

McCormick, Meghan P; O'Connor, Erin E; Parham Horn, E

2017-10-01

Using data from the NICHD SECCYD (N=1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school. At the same time, children with less educated mothers who experienced increases in teacher-child closeness and decreases in teacher-child conflict exhibited improvements in reading achievement across elementary school. Finally, low teacher-child closeness elevated the risk for poor math achievement posed by low family income. Implications for intervention design and development are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness

ERIC Educational Resources Information Center

Darling-Hammond, Linda; Holtzman, Deborah J.; Gatlin, Su Jin; Heilig, Julian Vasquez

2005-01-01

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education…

A Profile of the Effective Teacher: Greek Secondary Education Teachers' Perceptions

ERIC Educational Resources Information Center

Koutrouba, Konstantina

2012-01-01

This paper examines the perceptions of Greek secondary education teachers on effectiveness in teaching. Through a structured questionnaire, 340 teachers reported their views on the tactics which are considered to contribute to effective teaching and on the behaviour and personal traits attributed to effective teachers. Descriptive and factor…

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…

The Effectiveness of Using Teacher-Teacher Wikis in Collaborative Lesson Planning and Its Impact on Teacher's Classroom Performance

ERIC Educational Resources Information Center

Al-Shareef, Samar Yahya; Al-Qarni, Reem Ali

2016-01-01

The paper highlights the main aspects and characteristic features of teacher-teacher Wikis, which are considered to be the most effective teaching and learning tools. The research studies the effectiveness of using Wikis by teachers during collaborative lesson planning. It also traces the impact of teacher-teacher Wikis on the teachers'…

Mixed effects versus fixed effects modelling of binary data with inter-subject variability.

PubMed

Murphy, Valda; Dunne, Adrian

2005-04-01

The question of whether or not a mixed effects model is required when modelling binary data with inter-subject variability and within subject correlation was reported in this journal by Yano et al. (J. Pharmacokin. Pharmacodyn. 28:389-412 [2001]). That report used simulation experiments to demonstrate that, under certain circumstances, the use of a fixed effects model produced more accurate estimates of the fixed effect parameters than those produced by a mixed effects model. The Laplace approximation to the likelihood was used when fitting the mixed effects model. This paper repeats one of those simulation experiments, with two binary observations recorded for every subject, and uses both the Laplace and the adaptive Gaussian quadrature approximations to the likelihood when fitting the mixed effects model. The results show that the estimates produced using the Laplace approximation include a small number of extreme outliers. This was not the case when using the adaptive Gaussian quadrature approximation. Further examination of these outliers shows that they arise in situations in which the Laplace approximation seriously overestimates the likelihood in an extreme region of the parameter space. It is also demonstrated that when the number of observations per subject is increased from two to three, the estimates based on the Laplace approximation no longer include any extreme outliers. The root mean squared error is a combination of the bias and the variability of the estimates. Increasing the sample size is known to reduce the variability of an estimator with a consequent reduction in its root mean squared error. The estimates based on the fixed effects model are inherently biased and this bias acts as a lower bound for the root mean squared error of these estimates. Consequently, it might be expected that for data sets with a greater number of subjects the estimates based on the mixed effects model would be more accurate than those based on the fixed effects model

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Beginning Teacher Induction: A Report on Beginning Teacher Effectiveness and Retention.

ERIC Educational Resources Information Center

Serpell, Zewelanji; Bozeman, Leslie A.

National statistics show a rise in the number of beginning teachers undergoing formal induction in their first year of teaching. This report discusses the effectiveness of induction programs and resulting outcomes for beginning teacher retention, beginning teacher effectiveness, and mentor participation. The various components of induction…

The Effects of Teacher Self-Disclosure via "Facebook" on Teacher Credibility

ERIC Educational Resources Information Center

Mazer, Joseph P.; Murphy, Richard E.; Simonds, Cheri J.

2009-01-01

Research suggests that teachers who personalize their teaching through the use of humor, stories, enthusiasm, and self-disclosure are perceived by their students to be effective in explaining course content. This experimental study examined the effects of computer-mediated teacher self-disclosure on perceptions of teacher credibility. Participants…

Emotional Intelligence and Teacher Efficacy as Predictors of Teacher Effectiveness among Pre-Service Teachers in Some Nigerian Universities

ERIC Educational Resources Information Center

Adeyemo, D. A.; Chukwudi, Agokei R.

2014-01-01

Evidence from teacher-effectiveness studies indicates that teacher effectiveness has yielded a wealth of understanding about the impact that teacher ability has on student growth. However, much is yet to be known on some psychological factors that could influence teaching effectiveness particularly among pre-service teachers. The purpose of the…

Chinese Pre-Service Teachers' Perceptions of Effects of Teacher Self-Disclosure

ERIC Educational Resources Information Center

Zhang, Shaoan; Shi, Qingmin; Luo, Xiao; Ma, Xueyu

2008-01-01

Background: As an instructional tool, teacher self-disclosure is used widely by teachers. While researchers abroad have conducted a number of studies, scarce literature on teacher self-disclosure has been found. Aims: This study aims to explore the Chinese pre-service teachers' perceived effects of teacher self-disclosure on student learning,…

Effects of fixed labial orthodontic appliances on speech sound production.

PubMed

Paley, Jonathan S; Cisneros, George J; Nicolay, Olivier F; LeBlanc, Etoile M

2016-05-01

To explore the impact of fixed labial orthodontic appliances on speech sound production. Speech evaluations were performed on 23 patients with fixed labial appliances. Evaluations were performed immediately prior to appliance insertion, immediately following insertion, and 1 and 2 months post insertion. Baseline dental/skeletal variables were correlated with the ability to accommodate the presence of the appliances. Appliance effects were variable: 44% of the subjects were unaffected, 39% were temporarily affected but adapted within 2 months, and 17% of patients showed persistent sound errors at 2 months. Resolution of acquired sound errors was noted by 8 months post-appliance removal. Maladaptation to appliances was correlated to severity of malocclusion as determined by the Grainger's Treatment Priority Index. Sibilant sounds, most notably /s/, were affected most often. (1) Insertion of fixed labial appliances has an effect on speech sound production. (2) Sibilant and stopped sounds are affected, with /s/ being affected most often. (3) Accommodation to fixed appliances depends on the severity of malocclusion.

New, Novice or Nervous? The "Quick" Guide to the "No-Quick-Fix"

ERIC Educational Resources Information Center

Teaching History, 2016

2016-01-01

"Teaching History" presents "New, Novice or Nervous (NNN)" for those new to the published writings of history teachers. Each problem newcomers wrestle with is one other teachers have wrestled with too. Quick fixes do not exist. But in others' writing, there is something better: "conversations in which other history…

Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement

ERIC Educational Resources Information Center

Kelly, Sean, Ed.

2011-01-01

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

What Is Teaching Effectiveness? A Survey of Student and Teacher Perceptions of Teacher Effectiveness.

ERIC Educational Resources Information Center

Money, Sheila M.

A study was conducted at Humber College of Applied Arts and Technology, in Ontario, Canada, to determine student and faculty perceptions of teacher effectiveness. Discussions with 10 nursing students identified 7 factors contributing to teacher effectiveness. A questionnaire, asking respondents to rank these seven characteristics, was distributed…

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

PubMed Central

2013-01-01

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

Research on Effective Models for Teacher Education. Teacher Education Yearbook VIII.

ERIC Educational Resources Information Center

McIntyre, D. John, Ed.; Byrd, David M., Ed.

This yearbook addresses the nation's need to train and retain good teachers, exploring exemplary practices in teacher education. There are four sections divided into 12 chapters. The book begins with a forward, "Research on Effective Models for Teacher Education: Powerful Teacher Education Programs" (E.M. Guyton). Section 1, "Models for Enhancing…

The Impact of 2002 National Teacher Contract Policy Reform on Teacher Absenteeism in Lahore, Pakistan

ERIC Educational Resources Information Center

Habib, Masooma

2010-01-01

Teacher absenteeism is a persistent problem in Pakistani government schools. Under a new policy, teachers hired in Pakistani schools after 2002 are hired on fixed term contracts that are renewed, in part, based on low absenteeism. This study uses qualitative analysis techniques to assess the impact of contractual hiring on teacher absenteeism…

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

ERIC Educational Resources Information Center

Dwinal, Mallory

2015-01-01

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

Teacher Certification Types and Teacher Effectiveness and Preparedness in Oklahoma

ERIC Educational Resources Information Center

Karch, Christopher G.

2015-01-01

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

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…

Fixed-Time Schedule Effects in Combination with Response-Dependent Schedules

ERIC Educational Resources Information Center

Borrero, John C.; Bartels-Meints, Jamie A.; Sy, Jolene R.; Francisco, Monica T.

2011-01-01

We evaluated the effects of fixed-interval (FI), fixed-time (FT), and conjoint (combined) FI FT reinforcement schedules on the responding of 3 adults who had been diagnosed with schizophrenia. Responding on vocational tasks decreased for 2 of 3 participants under FT alone relative to FI alone. Responding under FI FT resulted in response…

Characteristics of Effective Teachers--A Clarifying Activity.

ERIC Educational Resources Information Center

Ford, Jerry D.

An activity, developed to assist preservice teachers to clarify their understanding of teacher effectiveness and the role of a teacher training program, uses a list, given to each student, of words that may be used to describe an effective teacher: fair, honest, friendly, knowledgeable, organized, prepared, articulate, creative, well-groomed,…

The Effects of Community-Based Service Learning on Preservice Teachers' Beliefs About the Characteristics of Effective Science Teachers of Diverse Students

NASA Astrophysics Data System (ADS)

Cone, Neporcha

2012-12-01

The purpose of this study was to investigate the effects of community-based service learning (CBSL) on preservice elementary teachers' beliefs of the characteristics of effective science teachers of diverse students. Using semi-structured interviews, data were collected from 74 preservice teachers enrolled in four sections of an elementary science methods course over a semester. Findings suggest that preservice teachers who participated in CBSL developed beliefs about the characteristics of effective science teachers that are complimentary to the descriptions of effective teachers of diverse students provided in the literature.

Effective Teacher Talk: A Threshold Concept in TESOL

ERIC Educational Resources Information Center

Skinner, Barbara

2017-01-01

English language teachers are expected to use their talk, "teacher talk," effectively; however, teacher education courses do not always clarify how student teachers can achieve this. This article advocates that understanding and using effective teacher talk is crucial for successful ELT and as such is a "threshold concept" in…

The effects of morphine on fixed-interval patterning and temporal discrimination.

PubMed Central

Odum, A L; Schaal, D W

2000-01-01

Changes produced by drugs in response patterns under fixed-interval schedules of reinforcement have been interpreted to result from changes in temporal discrimination. To examine this possibility, this experiment determined the effects of morphine on the response patterning of 4 pigeons during a fixed-interval 1-min schedule of food delivery with interpolated temporal discrimination trials. Twenty of the 50 total intervals were interrupted by choice trials. Pecks to one key color produced food if the interval was interrupted after a short time (after 2 or 4.64 s). Pecks to another key color produced food if the interval was interrupted after a long time (after 24.99 or 58 s). Morphine (1.0 to 10.0 mg/kg) decreased the index of curvature (a measure of response patterning) during fixed intervals and accuracy during temporal discrimination trials. Accuracy was equally disrupted following short and long sample durations. Although morphine disrupted temporal discrimination in the context of a fixed-interval schedule, these effects are inconsistent with interpretations of the disruption of response patterning as a selective overestimation of elapsed time. The effects of morphine may be related to the effects of more conventional external stimuli on response patterning. PMID:11029024

Teacher Talk and Perceived Teacher Effectiveness: An Exploratory Study

ERIC Educational Resources Information Center

Nápoles, Jessica

2017-01-01

The purpose of this study was to describe the perceptions of teachers, ensemble members, and outside observers when evaluating the effectiveness of rehearsals conducted with reduced amounts of verbal instruction. Preservice teachers led choral rehearsals employing Archibeque's "rule of seven," wherein instructions were delivered in seven…

Eighth-Grade Students' Perceptions of Teacher Effectiveness

ERIC Educational Resources Information Center

Sprague, Julie A.

2013-01-01

This quantitative study used a validated student survey instrument to collect 182 Midwestern eighth-grade students' perceptions of effective teachers. Balch's (2011) survey was used. The original intent of this survey was to have students rate the effectiveness of one teacher. In this study, students were asked to rate teacher effectiveness and…

Why to Treat Subjects as Fixed Effects

ERIC Educational Resources Information Center

Adelman, James S.; Estes, Zachary

2015-01-01

Adelman, Marquis, Sabatos-DeVito, and Estes (2013) collected word naming latencies from 4 participants who read 2,820 words 50 times each. Their recommendation and practice was that R2 targets set for models should take into account subject idiosyncrasies as replicable patterns, equivalent to a subjects-as-fixed-effects assumption. In light of an…

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

ERIC Educational Resources Information Center

Sahin, Alpaslan; Adiguzel, Tufan

2014-01-01

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

The Teacher as Communicator: An Aspect of Teacher Effectiveness.

ERIC Educational Resources Information Center

Olson, David R.; And Others

Experiments were devised to determine teacher effectiveness on the basis of ability to communicate, on the assumption that no relevant learning will occur if communication is faulty. A series of communication games involved an encoder (teacher) and decoder (student) to provide tentative answers to the questions: 1) Are there individual differences…

In Search of Unicorns and Effective Teacher Education.

ERIC Educational Resources Information Center

Watts, Doyle

1985-01-01

Describes (1) characteristics of effective preservice teacher preparation programs, (2) characteristics of teachers who have compiled an effective program, and (3) undesirable qualities of teachers not likely to emerge in graduates of effective programs. (EL)

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

ERIC Educational Resources Information Center

Skourdoumbis, Andrew

2017-01-01

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

Understanding Teacher Effectiveness: Significant State Data Capacity Is Required to Measure and Improve Teacher Effectiveness. Data for Action 2012

ERIC Educational Resources Information Center

Data Quality Campaign, 2012

2012-01-01

States are increasingly focused on understanding and improving teacher effectiveness. There are several funding opportunities that incentivize states to use data to inform measurements of teacher effectiveness. Local, state, and federal efforts support using data to improve teacher preparation programs. Preparation programs seek "access to data…

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.

Reclaiming Accountability in Teacher Education

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Carney, Molly Cummings; Keefe, Elizabeth Stringer; Burton, Stephani; Chang, Wen-Chia; Fernández, M. Beatriz; Miller, Andrew F.; Sánchez, Juan Gabriel; Baker, Megina

2018-01-01

Teacher accountability has been a major strategy for "fixing" education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes…

Academic Coaching Produces More Effective Teachers

ERIC Educational Resources Information Center

Wong, Harry; Wong, Rosemary

2008-01-01

The most effective schools have coaches. They meet with the principal on a regular basis to assess the progress of every teacher and student. In an effective school, everyone functions as a team and there is a laser focus on student achievement. This article illustrates how academic coaching produces more effective teachers and how effective…

Burkholderia phymatum is a highly effective nitrogen-fixing symbiont of Mimosa spp. and fixes nitrogen ex planta.

PubMed

Elliott, Geoffrey N; Chen, Wen-Ming; Chou, Jui-Hsing; Wang, Hui-Chun; Sheu, Shih-Yi; Perin, Liamara; Reis, Veronica M; Moulin, Lionel; Simon, Marcelo F; Bontemps, Cyril; Sutherland, Joan M; Bessi, Rosana; de Faria, Sergio M; Trinick, Michael J; Prescott, Alan R; Sprent, Janet I; James, Euan K

2007-01-01

* The ability of Burkholderia phymatum STM815 to effectively nodulate Mimosa spp., and to fix nitrogen ex planta, was compared with that of the known Mimosa symbiont Cupriavidus taiwanensis LMG19424. * Both strains were equally effective symbionts of M. pudica, but nodules formed by STM815 had greater nitrogenase activity. STM815 was shown to have a broader host range across the genus Mimosa than LMG19424, nodulating 30 out of 31 species, 21 of these effectively. LMG19424 effectively nodulated only nine species. GFP-marked variants were used to visualise symbiont presence within nodules. * STM815 gave significant acetylene reduction assay (ARA) activity in semisolid JMV medium ex planta, but no ARA activity was detected with LMG19424. 16S rDNA sequences of two isolates originally from Mimosa nodules in Papua New Guinea (NGR114 and NGR195A) identified them as Burkholderia phymatum also, with nodA, nodC and nifH genes of NGR195A identical to those of STM815. * B. phymatum is therefore an effective Mimosa symbiont with a broad host range, and is the first reported beta-rhizobial strain to fix nitrogen in free-living culture.

Performance of time-varying predictors in multilevel models under an assumption of fixed or random effects.

PubMed

Baird, Rachel; Maxwell, Scott E

2016-06-01

Time-varying predictors in multilevel models are a useful tool for longitudinal research, whether they are the research variable of interest or they are controlling for variance to allow greater power for other variables. However, standard recommendations to fix the effect of time-varying predictors may make an assumption that is unlikely to hold in reality and may influence results. A simulation study illustrates that treating the time-varying predictor as fixed may allow analyses to converge, but the analyses have poor coverage of the true fixed effect when the time-varying predictor has a random effect in reality. A second simulation study shows that treating the time-varying predictor as random may have poor convergence, except when allowing negative variance estimates. Although negative variance estimates are uninterpretable, results of the simulation show that estimates of the fixed effect of the time-varying predictor are as accurate for these cases as for cases with positive variance estimates, and that treating the time-varying predictor as random and allowing negative variance estimates performs well whether the time-varying predictor is fixed or random in reality. Because of the difficulty of interpreting negative variance estimates, 2 procedures are suggested for selection between fixed-effect and random-effect models: comparing between fixed-effect and constrained random-effect models with a likelihood ratio test or fitting a fixed-effect model when an unconstrained random-effect model produces negative variance estimates. The performance of these 2 procedures is compared. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Ethnic Students' Perceptions of Effective Teachers.

ERIC Educational Resources Information Center

Patrick, Opal L.

1978-01-01

The Edwards Personal Preference Schedule was used to assess the personality variables of teachers named as effective by a sample of heterosexual, heterogeneous Black, Chicano, Indian, Asian, and White high school students. Specific attributes of effective teachers were identified, and include: intraception, change, dominance, nurturance, and…

Three Characteristics of Effective Teachers

ERIC Educational Resources Information Center

Steele, Natalie A.

2010-01-01

This article discusses three characteristics that are often associated with successful music educators. The three characteristics discussed include nonverbal communication, teacher self-efficacy, and servant leadership. Although there is no magical combination of characteristics that will produce an effective music teacher, these three attributes…

The Cost-Effectiveness of Raising Teacher Quality

ERIC Educational Resources Information Center

Yeh, Stuart S.

2009-01-01

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

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…

Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: two-year effects.

PubMed

Koka, Andre; Hein, Vello

2006-10-01

Relative change or stability of perceived positive general feedback and perceived informational feedback and their influence on students' intrinsic motivation in physical education over two years were examined. 302 students, ages 11 to 15 years, responded to the Perception of Teacher's Feedback questionnaire. Two years later, these students filled out the questionnaire again, along with a modified version of the Sport Motivation Scale. Analysis showed that both types of perceived feedback exhibited moderate stability over the two years. Perceived positive general feedback demonstrated a significant direct effect on students' intrinsic motivation measured concurrently in physical education. Further, fixing to zero the effect of perceived positive general feedback on intrinsic motivation measured concurrently, an effect emerged over the two years.

Experienced Primary School Teachers' Thoughts on Effective Teachers of Literacy and Numeracy

ERIC Educational Resources Information Center

Md-Ali, Ruzlan; Karim, Hamida Bee Bi Abdul; Yusof, Fahainis Mohd

2016-01-01

Purpose: This paper presents the characteristics of effective literacy and numeracy teachers within the current context of teaching in Malaysia from the viewpoints of a sample of trained and experienced primary school teachers of literacy and numeracy. The characteristics were established based on what the teachers perceived as important in…

Finding versus Fixing: Self-Monitoring for Readers Who Struggle

ERIC Educational Resources Information Center

Anderson, Nancy L.; Kaye, Elizabeth L.

2017-01-01

This article explains how teachers can understand, notice, and supportively respond to readers who struggle with self-monitoring during text reading. The unique strategic processing demands for readers who struggle support the argument that teaching children to find and notice errors is different than fixing a word, or getting it right. Three…

Perceptions of Teacher Characteristics and Student Judgments of Teacher Effectiveness.

ERIC Educational Resources Information Center

Freeman, Harvey R.

1988-01-01

Uses a seven point Likert scale to examine the relationship between perceived teacher attractiveness, expertness, and trustworthiness and student judgment of teacher effectiveness. Correlations suggest that a more accurate view of teaching may be as an instance of social influence process. Urges further research to identify those cues that infer…

Examining the Effects of New Teacher Induction

ERIC Educational Resources Information Center

Wechsler, Marjorie E.; Caspary, Kyra; Humphrey, Daniel C.; Matsko, Kavita Kapadia

2012-01-01

The objective of this research is to explore comprehensively the effect of induction on new teachers. Through a mixed-method design, the authors examine both the inputs of induction (i.e., the types of support provided for new teachers, its content, and frequency) and a variety of outcomes (i.e., teacher efficacy, teacher-reported growth, teacher…

The Effective Teacher. Position Paper.

ERIC Educational Resources Information Center

Teacher Education Conference Board, Albany, NY.

Effective teachers not only remain abreast of new developments in their fields, but strive toward increased mastery of teaching skills by continually extending and refining the specialized knowledge acquired prior to entering the profession. Teachers are expected to lead active intellectual lives and to evince a breadth of erudition that will…

The Relationship between Learning Effectiveness, Teacher Competence and Teachers Performance Madrasah Tsanawiyah at Serang, Banten, Indonesia

ERIC Educational Resources Information Center

Rahmatullah, Mamat

2016-01-01

In this study, the problem is limited factors relating to the learning effectiveness and teacher competence in improving the teacher performance. Therefore, this study will try to get explanations from some main issues which include the learning effectiveness issue, and teacher competence to increase teacher performance in Madrasah Tsanawiyah at…

Increasing Teacher Effectiveness. Fundamentals of Educational Planning, 39.

ERIC Educational Resources Information Center

Anderson, Lorin W.

Research on increasing teacher effectiveness is presented in this book. Chapter 1 outlines a framework for investigating and understanding teacher effectiveness, with attention to the following components: teacher and student characteristics; curriculum; classroom environment and management; teaching; and learning. Chapter 2 describes the two…

Incentives, Selection, and Teacher Performance: Evidence from IMPACT

ERIC Educational Resources Information Center

Dee, Thomas S.; Wyckoff, James

2015-01-01

Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This…

Effective Teacher Education: From Student-Teacher Candidates to Novice Teachers Prepared for Urban Education

ERIC Educational Resources Information Center

Jackson, Chavon L.

2011-01-01

The purpose of this study was to examine to what extent a teacher education program prepares teacher candidates to be effective urban educators who are reflective, innovative, and committed to diversity based on the perceptions and insight from students. As the nation grapples with an extreme range of outputs from our public schools, an…

The 'fixed cost effect' on practice management.

PubMed

Tipton, E F; Finley, J B

1999-01-01

To obtain a better understanding of the behavior of "non-professional" costs in a medical practice, the authors analyzed the expenses of a 19-doctor practice. The analysis revealed that 80 percent of these expenses were fixed costs. Fixed costs, as opposed to variable costs, remain static in total but vary on a per unit basis as volume changes. Organizations with high fixed cost must maximize capacity to achieve profitability. Thus, the relationship among volume, capacity, cost and profit must be understood by medical practices negotiating rates for service units.

Effects of Pre-Service Teacher Learning and Student Teaching on Teacher Education

ERIC Educational Resources Information Center

AlAjmi, Maadi M.; Al-Dhafiri, Mohammed D.; Al-Shammari, Zaid N.

2016-01-01

The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education.Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects,…

The Role of Teacher Work Samples in Developing Effective and Reflective Physical Education Teachers

ERIC Educational Resources Information Center

Sutherland, Sue; Goodway, Jackie

2010-01-01

For eight years, Ohio State University (OSU) has systematically infused teacher work samples (TWS) into their physical education teacher education (PETE) undergraduate curriculum in order to develop effective and reflective teachers. Teacher work samples are made up of five main parts: (1) community mapping, (2) unit planning, (3) data collection…

Effect of Teacher Education Program on Science Process Skills of Pre-Service Science Teachers

ERIC Educational Resources Information Center

Yakar, Zeha

2014-01-01

Over the past three or more decades, many studies have been written about teacher education and the preparation of science teachers. Presented here is one which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years. This study…

Modelling the Effects of Teacher Demand Factors on Teacher Understaffing in Public Secondary Schools in Kenya

ERIC Educational Resources Information Center

Wamukuru, David Kuria

2016-01-01

The secondary school teacher labour market faces many challenges including, escalating teacher wage bill, teacher shortages that occur alongside teacher surpluses, inadequate teacher distribution and inefficient teacher utilization. There is the need therefore to understand the effects of the factors determining demand for secondary school…

What Did the Teachers Think? Teachers' Responses to the Use of Value-Added Modeling as a Tool for Evaluating Teacher Effectiveness

ERIC Educational Resources Information Center

Lee, Linda

2011-01-01

The policy discourse on improving student achievement has shifted from student outcomes to focusing on evaluating teacher effectiveness using standardized test scores. A major urban newspaper released a public database that ranked teachers' effectiveness using Value-Added Modeling. Teachers, whom are generally marginalized, were given the…

What Makes an Inclusive Teacher? Can Fish Climb Trees? Mapping the European Agency Profile of Inclusive Teachers to the English System

ERIC Educational Resources Information Center

Cornwall, John

2013-01-01

This article examines whether or not teachers working in an inherently exclusive education system can in fact be "inclusive teachers". The author draws on work done over the past three years in a pan-European Teacher Education project highly committed to notions of social and educational cohesion and equity, and challenges both fixed and…

Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers' Perspectives on Effective Teaching

ERIC Educational Resources Information Center

Goodwin, A. Lin; Roegman, Rachel; Reagan, Emilie M.

2016-01-01

This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers' descriptions of…

Teachers' Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts

ERIC Educational Resources Information Center

Yoon, Jina; Sulkowski, Michael L.; Bauman, Sheri A.

2016-01-01

School is a critical context of bullying. This study investigated teacher responses to bullying incidents and the effects of individual and contextual variables on these responses. Participating teachers (N = 236) viewed streaming video vignettes depicting physical, verbal, and relational bullying and reported how they would respond to bullies and…

Effective Practices to Support Year-Long Student Teachers by Cooperating Teachers and the School District

ERIC Educational Resources Information Center

Olson, Heather

2017-01-01

The purpose of the study was to determine what student teachers perceive as an effective practice used by their cooperating teacher and school district to enhance the success of the year-long student teaching experience. In addition, the study intended to determine the differences in what student teachers perceive as effective practice based on…

Effective Administrative Support for Able Teachers.

ERIC Educational Resources Information Center

Willing, Delight C.

1979-01-01

The continuing education administrator should provide support that will enable teachers to perform effectively. By using Herzberg's motivation-hygiene theory as a framework, the administrator can develop a positive working environment and seek ways of providing motivation to the teacher. (SK)

Effective Teacher Induction and Mentoring: Assessing the Evidence

ERIC Educational Resources Information Center

Strong, Michael

2009-01-01

A well-known authority on teacher induction programs offers the most comprehensive, up-to-date review of all recent research on the effectiveness of mentoring and induction support for new teachers. Michael Strong provides a revealing analysis of teacher induction programs and their consequences for education, teacher quality, teacher…

The challenges of staffing urban schools with effective teachers.

PubMed

Jacob, Brian A

2007-01-01

Brian Jacob examines challenges faced by urban districts in staffing their schools with effective teachers. He emphasizes that the problem is far from uniform. Teacher shortages are more severe in certain subjects and grades than others, and differ dramatically from one school to another. The Chicago public schools, for example, regularly receive roughly ten applicants for each teaching position. But many applicants are interested in specific schools, and district officials struggle to find candidates for highly impoverished schools. Urban districts' difficulty in attracting and hiring teachers, says Jacob, means that urban teachers are less highly qualified than their suburban counterparts with respect to characteristics such as experience, educational background, and teaching certification. But they may not thus be less effective teachers. Jacob cites recent studies that have found that many teacher characteristics bear surprisingly little relationship to student outcomes. Policies to enhance teacher quality must thus be evaluated in terms of their effect on student achievement, not in terms of conventional teacher characteristics. Jacob then discusses how supply and demand contribute to urban teacher shortages. Supply factors involve wages, working conditions, and geographic proximity between teacher candidates and schools. Urban districts have tried various strategies to increase the supply of teacher candidates (including salary increases and targeted bonuses) and to improve retention rates (including mentoring programs). But there is little rigorous research evidence on the effectiveness of these strategies. Demand also has a role in urban teacher shortages. Administrators in urban schools may not recognize or value high-quality teachers. Human resource departments restrict district officials from making job offers until late in the hiring season, after many candidates have accepted positions elsewhere. Jacob argues that urban districts must improve hiring

Influences of Teacher Delivery, Student Engagement, and Observation Focus on Preservice Teachers' Perceptions of Teaching Effectiveness

ERIC Educational Resources Information Center

Napoles, Jessica; MacLeod, Rebecca B.

2016-01-01

The purpose of this study was to examine how teacher delivery, student engagement, and observation focus influenced preservice teachers' ratings of teaching effectiveness. Participants (N = 84 preservice teachers) viewed short teaching excerpts of orchestral and choral rehearsals wherein the teacher displayed either high or low teacher delivery,…

Urban Teachers' Perceptions of Critical Variables in Measuring Teacher Effectiveness

ERIC Educational Resources Information Center

Flores, JuanPablo

2013-01-01

This quantitative and qualitative study sought to examine the factors that teachers in a poor socio-economic, high-minority, urban, inner-city school district determined were important when gauging their effectiveness in the classroom. The study focused on the selection of specific factors by approximately seventy-five teachers from seven of eight…

Teacher Education, Teacher Effectiveness, and Developmental Psychology. Report No. 75-15.

ERIC Educational Resources Information Center

Brophy, Jere E.; Evertson, Carolyn M.

This paper presents some of the major findings of the Texas Teacher Effectiveness Study, an investigation of the teacher characteristics that correlate with ability to produce student learning gain. In addition to general information about the study and its findings, specific attention is drawn to contrasts between optimal behavior in low SES and…

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.

The Viewpoints of Instructors about the Effects of Teacher Education Programs on Prospective Teachers' Affective Characteristics

ERIC Educational Resources Information Center

Taneri, Pervin Oya

2017-01-01

Purpose: The affective skills in teacher education should pay attention and look for ways to include feelings, attitudes and beliefs of teachers in the discussion of effective teachers' competencies. This paper aims to reveal the perspectives of instructors about the teacher characteristics that prospective teachers will gain after taking the…

Structured Communication: Effects on Teaching Efficacy of Student Teachers

ERIC Educational Resources Information Center

Edgar, Don W.; Roberts, T. Grady; Murphy, Tim H.

2009-01-01

Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived…

Teachers' Perceptions of Their Own Instructional Effectiveness

ERIC Educational Resources Information Center

Satterwhite, Zarinaha N.

2013-01-01

The focus on measuring student growth based on teacher effectiveness has presented new challenges for an urban school in Massachusetts. The purpose of this general interpretive qualitative study was to examine the instructional practices of a group of middle school teachers, the practices they perceived to be effective for ensuring student…

Moving towards Effective Physical Education Teacher Education for Generalist Primary Teachers: A View from Cyprus

ERIC Educational Resources Information Center

Tsangaridou, Niki

2016-01-01

The preparation of effective teachers continues to be a critical issue in the literature since what teachers know and are able do is the most significant influence on what students learn. Teacher education programmes are considered to be the best places for teacher candidates to learn the knowledge, skills and attitudes they need to educate…

Are Public School Teacher Salaries Paid Compensating Wage Differentials for Student Racial and Ethnic Characteristics?

ERIC Educational Resources Information Center

Martin, Stephanie M.

2010-01-01

The present paper examines the relationship between public school teacher salaries and the racial concentration and segregation of students in the district. A particularly rich set of control variables is included to better measure the effect of racial characteristics. Additional analyses included Metropolitan Statistical Area fixed effects and…

Effects of Doctorate Program on a Novice Teacher's Conceptualization of an Effective Teacher: A Case Study

ERIC Educational Resources Information Center

Ilin, Gülden

2016-01-01

This case study, the framework of which is provided by Kelly's Personal Construct Theory, investigates how a female novice ELT teacher structures her constructs on the qualities of an effective teacher. Repertory grid, a cognitive mapping approach, based on Kelly's theory was used as an elicitation technique in the study. The study focused on four…

Vermont Guidelines for Teacher & Leader Effectiveness

ERIC Educational Resources Information Center

Vermont Department of Education, 2012

2012-01-01

In March 2011, the State of Vermont Department of Education charged the Vermont Task Force on Teacher & Leader Effectiveness to develop guidelines for teacher and leader evaluation. Knowing and respecting the fiercely independent nature of Vermonters, Task Force members were committed to developing these guidelines for creating and assessing…

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…

Fixed-ratio discrimination: effects of response-produced blackouts1

PubMed Central

Lydersen, Tore; Crossman, E. K.

1974-01-01

For three pigeons, reinforcement depended upon a left side-key response after execution of a fixed ratio 10 on the center key, and upon a right side-key response after fixed ratio 20. Each response during the fixed ratios produced a 0.5-sec blackout. The time between the first and last response in fixed ratio 10 was then equated with the time between the first and last response in fixed ratio 20 by increasing the blackout duration. The accuracy of side-key choice was disrupted, thereby suggesting that time, rather than number of responses, controlled choice responding. When the time between the first and last response was equated during both ratios, asymptotic accuracy was approximately equal to (two birds) or somewhat higher than (one bird) that obtained previously. The results of probes with intermediate fixed ratios and blackouts suggested that control of side-key choice had transferred from the time between the first and last response in ratios to blackout duration. PMID:16811819

Teacher Effectiveness through Self-Efficacy, Collaboration and Principal Leadership

ERIC Educational Resources Information Center

Sehgal, Prachee; Nambudiri, Ranjeet; Mishra, Sushanta Kumar

2017-01-01

Purpose: Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the "self-efficacy" theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In…

Classroom-based Interventions and Teachers' Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings.

PubMed

Zhai, Fuhua; Raver, C Cybele; Li-Grining, Christine

2011-09-01

Preschool teachers' job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers' perceived job control and work-related resources. We also found that the CSRP decreased teachers' confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed.

The Effective Teacher's Guide to Autism and Communication Difficulties: Practical Strategies, Second Edition. The Effective Teacher's Guides

ERIC Educational Resources Information Center

Farrell, Michael

2011-01-01

In this welcome second edition of "The Effective Teacher's Guide to Autism and Communication Difficulties", best-selling author Michael Farrell addresses how teachers and others can develop provision for students with autism and students that have difficulties with speech, grammar, meaning, use of language and comprehension. Updated and expanded,…

Teachers' Perceptions of Effective Teaching: A Theory-Based Exploratory Study of Teachers from China

ERIC Educational Resources Information Center

Meng, Lingqi; Muñoz, Marco A.; Wu, Dewen

2016-01-01

There is general agreement that teachers matter the most when it comes to student learning. However, there is an unquestionable need for educators to understand what constitutes effective teaching in K-12 classrooms. This research studied Chinese high school (N = 359) teachers' perceptions of effective teaching using an international theoretical…

The Effects of Teacher Entry Portals on Student Achievement

ERIC Educational Resources Information Center

Henry, Gary T.; Purtell, Kelly M.; Bastian, Kevin C.; Fortner, C. Kevin; Thompson, Charles L.; Campbell, Shanyce L.; Patterson, Kristina M.

2014-01-01

The current teacher workforce is younger, less experienced, more likely to turnover, and more diverse in preparation experiences than the workforce of two decades ago. Research shows that inexperienced teachers are less effective, but we know little about the effectiveness of teachers with different types of preparation. In this study, we classify…

Teacher and Teaching Effects on Students' Attitudes and Behaviors.

PubMed

Blazar, David; Kraft, Matthew A

2017-03-01

Research has focused predominantly on how teachers affect students' achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students' self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students' attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers' skills.

Combining Heterogeneous Correlation Matrices: Simulation Analysis of Fixed-Effects Methods

ERIC Educational Resources Information Center

Hafdahl, Adam R.

2008-01-01

Monte Carlo studies of several fixed-effects methods for combining and comparing correlation matrices have shown that two refinements improve estimation and inference substantially. With rare exception, however, these simulations have involved homogeneous data analyzed using conditional meta-analytic procedures. The present study builds on…

Mentoring Matters: The Challenge for Teacher Education

ERIC Educational Resources Information Center

McCann, Thomas M.; Ed.; Johannessen, Larry, Ed.

2009-01-01

Beginning teachers face many challenges and difficulties; as a result, one-third will leave the profession in the first three years and nearly half will be gone within their first five years in the profession. The challenge facing university teacher education programs is to fix the hole in the bottom of the bucket and find strategic new ways to…

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…

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

PubMed Central

Hughes, Jan N.

2010-01-01

The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843

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…

Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues

ERIC Educational Resources Information Center

Sun, Min; Loeb, Susanna; Grissom, Jason A.

2017-01-01

Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely.…

Supplying Disadvantaged Schools with Effective Teachers: Experimental Evidence on Secondary Math Teachers from Teach For America

ERIC Educational Resources Information Center

Chiang, Hanley S.; Clark, Melissa A.; McConnell, Sheena

2017-01-01

Teach For America (TFA) is an important but controversial source of teachers for hard-to-staff subjects in high-poverty U.S. schools. We present findings from the first large-scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math teachers in the same schools, increasing student…

Typologies for Effectiveness: Characteristics of Effective Teachers in Urban Learning Environments

ERIC Educational Resources Information Center

Robinson, Derrick; Lewis, Chance W.

2017-01-01

Despite increasing diversity in U.S. schools, the topic of teacher effectiveness remains to be dominated by a universal narrative. This study applies critical theory, critical race theory, and culturally responsive pedagogy to position teacher effectiveness as contextual to urban schools and relational to the asset-based view of the learner. This…

Using Teacher Effectiveness Data for Information-Rich Hiring

ERIC Educational Resources Information Center

Cannata, Marisa; Rubin, Mollie; Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Drake, Timothy A.; Schuermann, Patrick

2017-01-01

Purpose: New teacher effectiveness measures have the potential to influence how principals hire teachers as they provide new and richer information about candidates to a traditionally information-poor process. This article examines how the hiring process is changing as a result of teacher evaluation reforms. Research Methods: Data come from…

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

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

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

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

Peter Effect in the Preparation of Reading Teachers

ERIC Educational Resources Information Center

Binks-Cantrell, Emily; Washburn, Erin K.; Joshi, R. Malatesha; Hougen, Martha

2012-01-01

The Peter Effect (Applegate & Applegate, 2004) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare teacher candidates with an understanding of these…

The Effects of Leadership Style on School Culture and Teacher Effectiveness

ERIC Educational Resources Information Center

Smart, Kristal Carey

2016-01-01

The purpose of this study was to examine the relationship between principal leadership style and school culture and to determine what effect both factors have on teacher effectiveness. This study was based on the perceptions of teachers and principals in Title I elementary schools (Grades 1-5), with high ESL populations in 10 schools within a West…

Teacher Quality and Teacher Mobility

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim R.

2017-01-01

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

Teacher Empowerment and Institutional Effectiveness in Teacher Education

ERIC Educational Resources Information Center

Jha, Avdhesh S.

2011-01-01

Teacher Empowerment means to equip a teacher for conceptual and practical teaching which focuses on the relevant syllabus topics. It means the power of the teacher to exercise his judgement of what, why, how, when and why to teach. It also insists on developing a harmonious relationship with the environment along with the right of the teacher to…

Teacher Effectiveness Enhancement Programme: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Education Endowment Foundation, 2016

2016-01-01

The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers' classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen…

Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?

ERIC Educational Resources Information Center

McCormick, Meghan P.; O'Connor, Erin E.

2015-01-01

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's…

Fixed-Radius Point Counts in Forests: Factors Influencing Effectiveness and Efficiency

Treesearch

Daniel R. Petit; Lisa J. Petit; Victoria A. Saab; Thomas E. Martin

1995-01-01

The effectiveness of fixed-radius point counts in quantifying abundance and richness of bird species in oak-hickory, pine-hardwoods, mixed-mesophytic, beech-maple, and riparian cottonwood forests was evaluated in Arkansas, Ohio, Kentucky, and Idaho. Effects of count duration and numbers of stations and visits per stand were evaluated in May to July 1991 by conducting...

The Cost-Effectiveness of Replacing the Bottom Quartile of Novice Teachers through Value-Added Teacher Assessment

ERIC Educational Resources Information Center

Yeh, Stuart S.; Ritter, Joseph

2009-01-01

A cost-effectiveness analysis was conducted of Gordon, Kane, and Staiger's (2006) proposal to raise student achievement by identifying and replacing the bottom quartile of novice teachers, using value-added assessment of teacher performance. The cost effectiveness of this proposal was compared to the cost effectiveness of voucher programs, charter…

Effectiveness of Teacher Training: Voices of Teachers Serving High-Needs Populations of Students

ERIC Educational Resources Information Center

Varela, Daniella G.; Maxwell, Gerri M.

2015-01-01

This study explores the effectiveness of educator preparation programs from the perspective of three female Hispanic veteran teachers serving high-needs populations of students. The study strives to contribute to research on minimum proposed standards for teacher preparation programs in Texas. Through a process of coding data from the informant…

Estimation of Spatial Dynamic Nonparametric Durbin Models with Fixed Effects

ERIC Educational Resources Information Center

Qian, Minghui; Hu, Ridong; Chen, Jianwei

2016-01-01

Spatial panel data models have been widely studied and applied in both scientific and social science disciplines, especially in the analysis of spatial influence. In this paper, we consider the spatial dynamic nonparametric Durbin model (SDNDM) with fixed effects, which takes the nonlinear factors into account base on the spatial dynamic panel…

The Impact of Teacher Language and Growth Mindset Feedback on Writing Motivation

ERIC Educational Resources Information Center

Truax, Megan L.

2018-01-01

In recent years, many students have developed a fixed mindset as a result of the national focus on raising test scores. The present study aims to investigate the effects of teacher language and the inclusion of growth mindset feedback on the writing motivation of second and third grade students. The researcher used a mixed-methods,…

Teacher Effects in Early Grades: Evidence from a Randomized Study

ERIC Educational Resources Information Center

Konstantopoulos, Spyros

2011-01-01

Background/Context: One important question to educational research is whether teachers can influence student achievement over time. This question is related to the durability of teacher effects on student achievement in successive grades. The research evidence about teacher effects on student achievement has been somewhat mixed. Some education…

Do less effective teachers choose professional development does it matter?

PubMed

Barrett, Nathan; Butler, J S; Toma, Eugenia F

2012-10-01

In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because participation in many professional development programs is either targeted or voluntary, this article suggests past evaluations of the effectiveness of professional development may be subject to selection bias and policy recommendations may be premature. This article presents an empirical framework for evaluating professional development programs where treatment is potentially nonrandom, and explicitly accounts for the teacher's prior effectiveness in the classroom as a factor that may influence participation in professional development. This article controls for the influence of selection bias on professional development outcomes by generating a matched sample based on propensity scores and then estimating the program's effect. In applying this framework to the professional development program examined in this article, less effective teachers are found to be more likely to participate in the program, and correcting for this selection leads to different conclusions regarding the program's effectiveness than when ignoring teacher selection patterns.

Who Make Effective Teachers, Men or Women? An Indian Perspective

ERIC Educational Resources Information Center

Islahi, Fatima; Nasreen, Nakhat

2013-01-01

The article aims to discuss the effectiveness of male and female teachers in relation to demographic factors like marital status, training, location and medium of instruction. These issues have important implications to understand and evaluate teachers' effectiveness especially in view of the changing sex ratio of school teachers. Correlation,…

Fixing Teacher Pensions: Is It Enough to Adjust Existing Plans?

ERIC Educational Resources Information Center

Costrell, Robert M.; Podgursky, Michael; Weller, Christian

2011-01-01

Teacher benefits, once a sleepy question primarily of interest to actuaries, have become a flash point in the education debate. With individual states on the hook for tens or hundreds of millions in unfunded pension and health insurance obligations, state leaders are trying to determine the severity of the situation and the appropriate response.…

Effective Teacher Retention Bonuses: Evidence From Tennessee

ERIC Educational Resources Information Center

Springer, Matthew G.; Swain, Walker A.; Rodriguez, Luis A.

2016-01-01

We report findings from a quasi-experimental evaluation of the recently implemented US$5,000 retention bonus program for effective teachers in Tennessee's Priority Schools. We estimate the impact of the program on teacher retention using a fuzzy regression discontinuity design by exploiting a discontinuity in the probability of treatment…

The Wow-Effect in Science Teacher Education

ERIC Educational Resources Information Center

Kamstrupp, Anne Katrine

2016-01-01

This article explores the "wow-effect" as a phenomenon in science teacher education. Through ethnographic fieldwork at a teachers' college in Denmark, the author encounters a phenomenon enacted in a particular way of teaching that "wows" the students. The students are in the process of becoming natural science/technology and…

Analyzing the Online Environment: How Are More Effective Teachers Spending Their Time?

NASA Astrophysics Data System (ADS)

Barrentine, Scott Davis

Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they'll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students' self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

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

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

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

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

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

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

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2008

2008-01-01

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

Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

ERIC Educational Resources Information Center

Shishavan, Homa Babai; Sadeghi, Karim

2009-01-01

This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The…

Illinois Ratings of Teacher Effectiveness Manual. Grades 9-12.

ERIC Educational Resources Information Center

Blanchard, B. Everard

The Illinois Ratings of Teacher Effectiveness (IRTE) is an instrument for recording senior high school student perceptions of teacher performance in ten trait areas: teacher appearance, ability to explain, friendliness, grading fairness, discipline, outside classroom assignments, enjoyment of teaching, voice, mannerisms, and command of subject…

An R2 statistic for fixed effects in the linear mixed model.

PubMed

Edwards, Lloyd J; Muller, Keith E; Wolfinger, Russell D; Qaqish, Bahjat F; Schabenberger, Oliver

2008-12-20

Statisticians most often use the linear mixed model to analyze Gaussian longitudinal data. The value and familiarity of the R(2) statistic in the linear univariate model naturally creates great interest in extending it to the linear mixed model. We define and describe how to compute a model R(2) statistic for the linear mixed model by using only a single model. The proposed R(2) statistic measures multivariate association between the repeated outcomes and the fixed effects in the linear mixed model. The R(2) statistic arises as a 1-1 function of an appropriate F statistic for testing all fixed effects (except typically the intercept) in a full model. The statistic compares the full model with a null model with all fixed effects deleted (except typically the intercept) while retaining exactly the same covariance structure. Furthermore, the R(2) statistic leads immediately to a natural definition of a partial R(2) statistic. A mixed model in which ethnicity gives a very small p-value as a longitudinal predictor of blood pressure (BP) compellingly illustrates the value of the statistic. In sharp contrast to the extreme p-value, a very small R(2) , a measure of statistical and scientific importance, indicates that ethnicity has an almost negligible association with the repeated BP outcomes for the study.

The Effect of Professional Development on Teacher Efficacy and Teachers' Self-Analysis of Their Efficacy Change

ERIC Educational Resources Information Center

Yoo, Julia H.

2016-01-01

The current study examined the effect of an online professional development learning experience on teachers' self-efficacy through 148 (Male = 22; Female = 126) K-12 teachers and school educators. The Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally,…

Preservice Teachers' Conceptions of Effective and Ineffective Teaching Practices

ERIC Educational Resources Information Center

Sandholtz, Judith Haymore

2011-01-01

Given the focus on developing highly-qualified teachers to improve education, teacher education programs face increasing responsibility to prepare new teachers who can effectively enhance learning in all students. Standards and assessment criteria developed by national organizations in the United States address the qualifications of beginning as…

Teacher Effects, Value-Added Models, and Accountability

ERIC Educational Resources Information Center

Konstantopoulos, Spyros

2014-01-01

Background: In the last decade, the effects of teachers on student performance (typically manifested as state-wide standardized tests) have been re-examined using statistical models that are known as value-added models. These statistical models aim to compute the unique contribution of the teachers in promoting student achievement gains from grade…

Relating Communication Competence to Teaching Effectiveness: Implication for Teacher Education

ERIC Educational Resources Information Center

Okoli, Alexander C.

2017-01-01

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

Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses

ERIC Educational Resources Information Center

Hemmi, Kirsti; Ryve, Andreas

2015-01-01

This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…

Evaluating the Effectiveness of E-Learning in Teacher Preparation

ERIC Educational Resources Information Center

Chiero, Robin; Beare, Paul; Marshall, James; Torgerson, Colleen

2015-01-01

Teacher education struggles with the challenge of preparing and retaining high-quality teachers who can work effectively with all students. While educator preparation is a strong correlate of student achievement, traditional university-based programmes are not available to all potential teachers. This manuscript describes CalStateTEACH, an online…

Teachers' Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training

ERIC Educational Resources Information Center

Mouzakis, Charalambos

2008-01-01

The survey presented in this article examines teachers' perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece. A total of 51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative…

Effectiveness of Lesson Study Approach on Preservice Science Teachers' Beliefs

ERIC Educational Resources Information Center

Yakar, Zeha; Turgut, Duygu

2017-01-01

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers' beliefs is important. It is also critical to study teachers' beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers' beliefs about learning and teaching…

The Effect of Tertiary Teachers' Goal Orientations for Teaching on Their Commitment: The Mediating Role of Teacher Engagement

ERIC Educational Resources Information Center

Han, Jiying; Yin, Hongbiao; Wang, Wenlan

2016-01-01

This study explored the effect of tertiary teachers' goal orientations for teaching on their commitment, with a particular focus on the mediating role of teacher engagement. The results of a survey of 597 Chinese tertiary teachers indicated that teacher commitment was positively predicted by ability approach, mastery and relational goals, but was…

Effective Practices for Mentoring Beginning Middle School Teachers: Mentor's Perspectives

ERIC Educational Resources Information Center

Sowell, Marsha

2017-01-01

In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the…

Pre-Service Teachers' Perceptions of Effective Inquiry Instruction: Are Effective Instruction and Effective Inquiry Instruction Essentially the Same?

ERIC Educational Resources Information Center

Aulls, Mark W.; Ibrahim, Ahmed

2012-01-01

This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data analysis involved open coding of each essay, content analysis of each essay using Anderson and…

Incentives, Selection, and Teacher Performance: Evidence from IMPACT. NBER Working Paper No. 19529

ERIC Educational Resources Information Center

Dee, Thomas; Wyckoff, James

2013-01-01

Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This…

Treatment effects of the Jasper Jumper and the Bionator associated with fixed appliances.

PubMed

Neves, Leniana Santos; Janson, Guilherme; Cançado, Rodrigo Hermont; de Lima, Karina Jerônimo Rodrigues Santiago; Fernandes, Thaís Maria Freire; Henriques, José Fernando Castanha

2014-01-01

The aim of this study was to evaluate the effects of Class II malocclusion treatment with the Jasper Jumper and the Bionator, associated with fixed appliances. The sample comprised 77 young individuals divided into 3 groups: Group 1 consisted of 25 patients treated with the Jasper Jumper appliance associated with fixed appliances for a mean period of 2.15 years; group 2 had 30 patients, treated with the Bionator and fixed appliances, for a mean treatment time of 3.92 years; and the control group included 22 subjects followed for a mean period of 2.13 years. The initial and final lateral cephalograms of the patients were evaluated. Intergroup comparison at the initial stage and of the treatment changes were performed by analysis of variance. Their effects consisted in a restrictive effect on the maxilla, a slight increase in anterior face height, retrusion and extrusion of the maxillary incisors, labial tipping and protrusion of the mandibular incisors in both groups and intrusion with the Jasper Jumper appliance, maxillary molar distalization with the Jasper Jumper, extrusion and mesialization of the mandibular molars, both appliances provided significant improvement of the maxillomandibular relationship, overjet, overbite and molar relationship. The effects of both appliances in class II malocclusion treatment are similar; however, treatment with the Jasper Jumper was shorter than with the Bionator.

Cultivating Effective Pedagogical Skills in In-Service Teachers: The Role of Some Teacher Variables

ERIC Educational Resources Information Center

Amusan, Mosunmola A.

2016-01-01

Researchers have opined that pedagogical skill of the teacher is a powerful force. This study investigated variables that are required to cultivate effective pedagogical skills for teaching basic science and technology (BST) in Ogun State Primary Schools in Nigeria. A survey research design was adopted. A total of 148 teachers across the state…

Teachers' Perceptions of Effective Teaching: A Comparative Study of Elementary School Teachers from China and the USA

ERIC Educational Resources Information Center

Meng, Lingqi; Muñoz, Marco

2016-01-01

This international study investigated Chinese and American elementary school teachers' perceptions of effective teaching. The sample comprised Chinese (n = 108) and US (n = 110) participating teachers. The Effective Teaching Quality Survey (ETQS) was adopted for this comparative education research, an instrument that operationalized Stronge's…

The Impact of Vocational Teachers on Student Learning in Developing Countries: Does Enterprise Experience Matter?

ERIC Educational Resources Information Center

Johnston, Jamie; Loyalka, Prashant; Chu, James; Song, Yingquan; Yi, Hongmei; Huang, Xiaoting

2016-01-01

Although a large number of students around the world attend vocational schools, there is little evidence about what factors matter for learning in these schools. Using data on approximately 1,400 vocational students in one eastern province in China, we employ a student fixed-effects model to identify whether teacher enterprise experience, direct…

Effects of a Play-Based Teacher Consultation (PBTC) Program on Interpersonal Skills of Elementary School Teachers in the Classroom

ERIC Educational Resources Information Center

Carlson, Sarah E.

2011-01-01

The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers' interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing…

Mentors' Perspectives on the Effectiveness of a Teacher Mentoring Program

ERIC Educational Resources Information Center

Tant-Tierce, Tabatha

2013-01-01

Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors,…

Estimating the Effects of Parental Divorce and Death With Fixed Effects Models.

PubMed

Amato, Paul R; Anthony, Christopher J

2014-04-01

The authors used child fixed effects models to estimate the effects of parental divorce and death on a variety of outcomes using 2 large national data sets: (a) the Early Childhood Longitudinal Study, Kindergarten Cohort (kindergarten through the 5th grade) and (b) the National Educational Longitudinal Study (8th grade to the senior year of high school). In both data sets, divorce and death were associated with multiple negative outcomes among children. Although evidence for a causal effect of divorce on children was reasonably strong, effect sizes were small in magnitude. A second analysis revealed a substantial degree of variability in children's outcomes following parental divorce, with some children declining, others improving, and most not changing at all. The estimated effects of divorce appeared to be strongest among children with the highest propensity to experience parental divorce.

Estimating the Effects of Parental Divorce and Death With Fixed Effects Models

PubMed Central

Amato, Paul R.; Anthony, Christopher J.

2014-01-01

The authors used child fixed effects models to estimate the effects of parental divorce and death on a variety of outcomes using 2 large national data sets: (a) the Early Childhood Longitudinal Study, Kindergarten Cohort (kindergarten through the 5th grade) and (b) the National Educational Longitudinal Study (8th grade to the senior year of high school). In both data sets, divorce and death were associated with multiple negative outcomes among children. Although evidence for a causal effect of divorce on children was reasonably strong, effect sizes were small in magnitude. A second analysis revealed a substantial degree of variability in children’s outcomes following parental divorce, with some children declining, others improving, and most not changing at all. The estimated effects of divorce appeared to be strongest among children with the highest propensity to experience parental divorce. PMID:24659827

Fixed and mobile-bearing total ankle prostheses: Effect on tibial bone strain.

PubMed

Terrier, Alexandre; Fernandes, Caroline Sieger; Guillemin, Maïka; Crevoisier, Xavier

2017-10-01

Total ankle replacement is associated to a high revision rate. To improve implant survival, the potential advantage of prostheses with fixed bearing compared to mobile bearing is unclear. The objective of this study was to test the hypothesis that fixed and mobile bearing prostheses are associated with different biomechanical quantities typically associated to implant failure. With a validated finite element model, we compared three cases: a prosthesis with a fixed bearing, a prosthesis with a mobile bearing in a centered position, and a prosthesis with mobile bearing in an eccentric position. Both prostheses were obtained from the same manufacturer. They were tested on seven tibias with maximum axial compression force during walking. We tested the hypothesis that there was a difference of bone strain, bone-implant interfacial stress, and bone support between the three cases. We also evaluated, for the three cases, the correlations between bone support, bone strain and bone-implant interfacial stress. There were no statistically significant differences between the three cases. Overall, bone support was mainly trabecular, and less effective in the posterior side. Bone strain and bone-implant interfacial stress were strongly correlated to bone support. Even if slight differences are observed between fixed and mobile bearing, it is not enough to put forward the superiority of one of these implants regarding their reaction to axial compression. When associated to the published clinical results, our study provides no argument to warn surgeons against the use of two-components fixed bearing implants. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

PubMed Central

2014-01-01

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

Seven Secrets for Teachers to Survive in an Age of School Reform

ERIC Educational Resources Information Center

Burke, Barry N.

2005-01-01

As much as 20 years ago, it was commonplace for technology teachers to find a comfortable niche in the school building because they were the "go-to person." Yes, anytime something was in need of fixing or repair, they called on the technology teacher. With the advent of Y2K and computers, that niche slowly eroded to the teachers who…

Effects of response-independent stimuli on fixed-interval and fixed-ratio performance of rats: a model for stressful disruption of cyclical eating patterns.

PubMed

Reed, Phil

2011-03-01

Binge eating is often associated with stress-induced disruption of typical eating patterns. Three experiments were performed with the aim of developing a potential model for this effect by investigating the effect of presenting response-independent stimuli on rats' lever-pressing for food reinforcement during both fixed-interval (FI) and fixed-ratio (FR) schedules of reinforcement. In Experiment 1, a response-independent brief tone (500-ms, 105-dB, broadband, noisy signal, ranging up to 16 kHz, with spectral peaks at 3 and 500 Hz) disrupted the performance on an FI 60-s schedule. Responding with the response-independent tone was more vigorous than in the absence of the tone. This effect was replicated in Experiment 2 using a within-subject design, but no such effect was noted when a light was employed as a disrupter. In Experiment 3, a 500-ms tone, but not a light, had a similar effect on rats' performance on FR schedules. This tone-induced effect may represent a release from response-inhibition produced by an aversive event. The implications of these results for modeling binge eating are discussed.

Teachers versus the Public: What Americans Think about Schools and How to Fix Them

ERIC Educational Resources Information Center

Peterson, Paul E.; Henderson, Michael; West, Martin R.

2014-01-01

A comprehensive exploration of 21st Century school politics, "Teachers versus the Public" offers the first comparison of the education policy views of both teachers and the public as a whole, and reveals a deep, broad divide between the opinions held by citizens and those who teach in the public schools. Among the findings: (1) Divisions…

A Course on Effective Teacher-Child Interactions. Research Brief

ERIC Educational Resources Information Center

Hamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Field, Samuel; LoCasale-Crouch, Jennifer; Downer, Jason T.; Howes, Carollee; LaParo, Karen; Scott-Little, Catherine

2012-01-01

This study found that teachers who were randomly assigned to take a 14-week course on effective teacher-child interactions demonstrated significant changes in beliefs and knowledge about effective practices and provided more stimulating and engaging interactions in the classroom. [This research brief is based on: Hamre, B. K., Pianta, R. C.,…

Training and Sustaining Effective Teachers of Sheltered Instruction

ERIC Educational Resources Information Center

Short, Deborah

2013-01-01

This article provides guidelines for programs to deliver and sustain effective professional development on sheltered instruction to teachers who teach content to English learners. Many content area teachers have not had university coursework on second-language acquisition or the integration of language and content instruction in teacher…

Teachers become Zombies: The Ugly Side of Scripted Reading Curriculum

ERIC Educational Resources Information Center

Demko, Maura

2010-01-01

A brief history of NCLB and the resultant scripted reading programs shows how hollow these fixes are when you eliminate teacher responsibility, professional judgment, and flexibility. The authors caution, "In some cases, we do think that these programs can be successful, but only if the teacher has the power as an educator to adjust the…

Teacher Invitations and Effectiveness.

ERIC Educational Resources Information Center

Lambeth, Charlotte Reed

The relationships that exist between perceived teacher behaviors and the achievement of selected secondary students in Virginia, and the relationships that exist between perceived teacher behaviors and curriculum type were determined. Additionally, the relationship between sets of teacher behaviors and achievement were investigated. Five…

Neither fixed nor random: weighted least squares meta-analysis.

PubMed

Stanley, T D; Doucouliagos, Hristos

2015-06-15

This study challenges two core conventional meta-analysis methods: fixed effect and random effects. We show how and explain why an unrestricted weighted least squares estimator is superior to conventional random-effects meta-analysis when there is publication (or small-sample) bias and better than a fixed-effect weighted average if there is heterogeneity. Statistical theory and simulations of effect sizes, log odds ratios and regression coefficients demonstrate that this unrestricted weighted least squares estimator provides satisfactory estimates and confidence intervals that are comparable to random effects when there is no publication (or small-sample) bias and identical to fixed-effect meta-analysis when there is no heterogeneity. When there is publication selection bias, the unrestricted weighted least squares approach dominates random effects; when there is excess heterogeneity, it is clearly superior to fixed-effect meta-analysis. In practical applications, an unrestricted weighted least squares weighted average will often provide superior estimates to both conventional fixed and random effects. Copyright © 2015 John Wiley & Sons, Ltd.

Teacher and Leader Effectiveness in High-Performing Education Systems

ERIC Educational Resources Information Center

Darling-Hammond, Linda, Ed.; Rothman, Robert, Ed.

2011-01-01

The issue of teacher effectiveness has risen rapidly to the top of the education policy agenda, and the federal government and states are considering bold steps to improve teacher and leader effectiveness. One place to look for ideas is the experiences of high-performing education systems around the world. Finland, Ontario, and Singapore all have…

Report Card on the Effectiveness of Teacher Training Programs

ERIC Educational Resources Information Center

Tennessee State Board of Education, 2010

2010-01-01

Tennessee Code Annotated 49-5-108 requires the state to develop a report card or assessment on the effectiveness of teacher training programs. This report includes data on the performance of each institution's graduates in the following areas required by state statute: placement and retention rates, Praxis results, and teacher effect data based on…

A Qualitative Study on the Effects of Teacher Attrition

ERIC Educational Resources Information Center

Wushishi, Aminu Aliyu; Fooi, Foo Say; Basri, Ramli; Baki, Roslen

2014-01-01

In this study the researchers explored the effects of teacher attrition in Niger state, Nigeria. The study examined how attrition is affecting the educational development of the state from the teachers' perspective. A qualitative method was used with the aim of extracting the inner feelings of the participants regarding the effects of attrition.…

Determining the Correlation of Effective Middle School Math Teachers and Math Student Achievement

ERIC Educational Resources Information Center

Becoats, Jocelyn B.

2009-01-01

This study determined whether there was a significant relationship between teacher effect data in middle school mathematics and a teachers years of experience and whether there was a significant relationship between an effective teacher as measured by the total score on the Haberman instrument and teacher effect scores as measured by SAS EVAAS,…

Using Action Research to Examine Teacher Strategy Effectiveness

ERIC Educational Resources Information Center

Cox, Becky J.; Cox, Betty J.; Vann, Martha

2012-01-01

Successful teachers strive to ensure that their students learn to their maximum abilities. Is action research a valuable way for graduate students to review their effectiveness as teachers? Do students learn more through varied teaching strategies and techniques? The authors examined graduate students' perceptions of action research projects…

Effects of biology teachers' professional knowledge and cognitive activation on students' achievement

NASA Astrophysics Data System (ADS)

Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2016-11-01

This study examined the effects of teachers' biology-specific dimensions of professional knowledge - pedagogical content knowledge (PCK) and content knowledge (CK) - and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers' instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students' learning and an indirect effect of teachers' PCK on students' learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers' education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.

THE EFFECTS OF FIXED VERSUS ESCALATING REINFORCEMENT SCHEDULES ON SMOKING ABSTINENCE

PubMed Central

Romanowich, Paul; Lamb, R. J.

2015-01-01

Studies indicate that when abstinence is initiated, escalating reinforcement schedules maintain continuous abstinence longer than fixed reinforcement schedules. However, these studies were conducted for shorter durations than most clinical trials and also resulted in larger reinforcer value for escalating participants during the 1st week of the experiment. We tested whether escalating reinforcement schedules maintained abstinence longer than fixed reinforcement schedules in a 12-week clinical trial. Smokers (146) were randomized to an escalating reinforcement schedule, a fixed reinforcement schedule, or a control condition. Escalating reinforcement participants received $5.00 for their first breath carbon monoxide (CO) sample <3 ppm, with a $0.50 increase for each consecutive sample. Fixed reinforcement participants received $19.75 for each breath CO sample <3 ppm. Control participants received payments only for delivering a breath CO sample. Similar proportions of escalating and fixed reinforcement participants met the breath CO criterion at least once. Escalating reinforcement participants maintained criterion breath CO levels longer than fixed reinforcement and control participants. Similar to previous short-term studies, escalating reinforcement schedules maintained longer durations of abstinence than fixed reinforcement schedules during a clinical trial. PMID:25640764

Elementary Pre-Service Teacher Perceptions of the Greenhouse Effect.

ERIC Educational Resources Information Center

Groves, Fred H.; Pugh, Ava F.

1999-01-01

Expands on earlier work to examine pre-service teachers' views on environmental issues, especially global warming and the related term "greenhouse effect." Suggests that pre-service elementary teachers hold many misconceptions about environmental issues. (DDR)

Islands Unto Themselves: How Merit Pay Schemes May Undermine Positive Teacher Collaboration

ERIC Educational Resources Information Center

Brewer, T. Jameson; Myers, P. S.; Zhang, Michael

2015-01-01

Educational reforms have become the new policy mainstay in educational discourse and policy. Without doubt, "fixing" teachers and increasing student test scores have both been a large component of much of the reform rhetoric. Moreover, calls for implementing merit pay schemes have uniquely combined reformer's efforts to "fix"…

Teachers' Perceptions of Leadership Effectiveness Based on Gender

ERIC Educational Resources Information Center

Alagbada-Ekekhomen, Gloria O.

2013-01-01

This research examined teachers' perceptions of effective leadership skills and any significant differences of teachers' views of an administrator's success based on the leader's gender. A review of studies examining differences in the leadership behaviors of men and women did not provide conclusive results. The three hypotheses based on the…

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…

Elementary School Teacher Training Based on Needs and Interests of Teachers and The Effectiveness of The Improvement of Students Competence

NASA Astrophysics Data System (ADS)

Suyitno, A.; Sugiharti, E.; Pujiastuti, E.

2017-04-01

Teachers need always to improve their competence because of the growth of science very rapidly as well as elementary school teachers. However, the provision of training will not produce an increase in the competence effectively if it is implemented without considering the needs and interests of teachers. The novelty factor which is highlighted through this research results, want to answer a problem, namely: how to conduct an effective training based on the needs and interests of teachers so that the effects of training can improve the competence of teachers? After going through research for two years with a qualitative approach which was preceded by a visit to the school and a series of interviews, treatment of training model, FGD, and triangulation then have been produced a way to implement of training based on the needs and interests of teachers. The training model includes face to face training which structured and scheduled according to the needs of elementary school teachers, followed by workshops, simulations, then the coach holds guidance in the classroom, and ends with reflections.

Globalisation and national trends in nutrition and health: A grouped fixed-effects approach to intercountry heterogeneity.

PubMed

Oberlander, Lisa; Disdier, Anne-Célia; Etilé, Fabrice

2017-09-01

Using a panel dataset of 70 countries spanning 42 years (1970-2011), we investigate the distinct effects of social globalisation and trade openness on national trends in markers of diet quality (supplies of animal proteins, free fats and sugar, average body mass index, and diabetes prevalence). Our key methodological contribution is the application of a grouped fixed-effects estimator, which extends linear fixed-effects models. The grouped fixed-effects estimator partitions our sample into distinct groups of countries in order to control for time-varying unobserved heterogeneity that follows a group-specific pattern. We find that increasing social globalisation has a significant impact on the supplies of animal protein and sugar available for human consumption, as well as on mean body mass index. Specific components of social globalisation such as information flows (via television and the Internet) drive these results. Trade openness has no effect on dietary outcomes or health. These findings suggest that the social and cultural aspects of globalisation should receive greater attention in research on the nutrition transition. Copyright © 2017 John Wiley & Sons, Ltd.

Format effects in two teacher rating scales of hyperactivity.

PubMed

Sandoval, J

1981-06-01

The object of this study was to investigate the effect of differences in format on the precision of teacher ratings and thus on the reliability and validity of two teacher rating scales of children's hyperactive behavior. Teachers (N = 242) rated a sample of children in their classrooms using rating scales assessing similar attributes with different formats. For a sub-sample the rating scales were readministered after 2 weeks. The results indicated that improvement can be made in the precision of teacher ratings that may be reflected in improved reliability and validity.

Evaluation of Invisalign treatment effectiveness and efficiency compared with conventional fixed appliances using the Peer Assessment Rating index.

PubMed

Gu, Jiafeng; Tang, Jack Shengyu; Skulski, Brennan; Fields, Henry W; Beck, F Michael; Firestone, Allen R; Kim, Do-Gyoon; Deguchi, Toru

2017-02-01

The purpose of this retrospective case-control study was to compare the treatment effectiveness and efficiency of the Invisalign system with conventional fixed appliances in treating orthodontic patients with mild to moderate malocclusion in a graduate orthodontic clinic. Using the peer assessment rating (PAR) index, we evaluated pretreatment and posttreatment records of 48 Invisalign patients and 48 fixed appliances patients. The 2 groups of patients were controlled for general characteristics and initial severity of malocclusion. We analyzed treatment outcome, duration, and improvement between the Invisalign and fixed appliances groups. The average pretreatment PAR scores (United Kingdom weighting) were 20.81 for Invisalign and 22.79 for fixed appliances (P = 1.0000). Posttreatment weighted PAR scores between Invisalign and fixed appliances were not statistically different (P = 0.7420). On average, the Invisalign patients finished 5.7 months faster than did those with fixed appliances (P = 0.0040). The weighted PAR score reduction with treatment was not statistically different between the Invisalign and fixed appliances groups (P = 0.4573). All patients in both groups had more than a 30% reduction in the PAR scores. Logistic regression analysis indicated that the odds of achieving "great improvement" in the Invisalign group were 0.329 times the odds of achieving "great improvement" in the fixed appliances group after controlling for age (P = 0.0150). Our data showed that both Invisalign and fixed appliances were able to improve the malocclusion. Invisalign patients finished treatment faster than did those with fixed appliances. However, it appears that Invisalign may not be as effective as fixed appliances in achieving "great improvement" in a malocclusion. This study might help clinicians to determine appropriate patients for Invisalign treatment. Copyright © 2017 American Association of Orthodontists. Published by Elsevier Inc. All rights reserved.

Efficacy of a numerical value of a fixed-effect estimator in stochastic frontier analysis as an indicator of hospital production structure.

PubMed

Kawaguchi, Hiroyuki; Hashimoto, Hideki; Matsuda, Shinya

2012-09-22

The casemix-based payment system has been adopted in many countries, although it often needs complementary adjustment taking account of each hospital's unique production structure such as teaching and research duties, and non-profit motives. It has been challenging to numerically evaluate the impact of such structural heterogeneity on production, separately of production inefficiency. The current study adopted stochastic frontier analysis and proposed a method to assess unique components of hospital production structures using a fixed-effect variable. There were two stages of analyses in this study. In the first stage, we estimated the efficiency score from the hospital production function using a true fixed-effect model (TFEM) in stochastic frontier analysis. The use of a TFEM allowed us to differentiate the unobserved heterogeneity of individual hospitals as hospital-specific fixed effects. In the second stage, we regressed the obtained fixed-effect variable for structural components of hospitals to test whether the variable was explicitly related to the characteristics and local disadvantages of the hospitals. In the first analysis, the estimated efficiency score was approximately 0.6. The mean value of the fixed-effect estimator was 0.784, the standard deviation was 0.137, the range was between 0.437 and 1.212. The second-stage regression confirmed that the value of the fixed effect was significantly correlated with advanced technology and local conditions of the sample hospitals. The obtained fixed-effect estimator may reflect hospitals' unique structures of production, considering production inefficiency. The values of fixed-effect estimators can be used as evaluation tools to improve fairness in the reimbursement system for various functions of hospitals based on casemix classification.

Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Defiant Behavior.

ERIC Educational Resources Information Center

Kher, Neelam; Lacina-Gifford, Lorna J.; Yandell, Sonya

This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies for defiant behavior. Data in the form of extended written responses were obtained from student teachers in a rural, southern teacher education program at the end of their student teaching experience in the spring semester.…

The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

ERIC Educational Resources Information Center

Dickenson, Karen Nadean

2016-01-01

The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

Teachers' Perspectives on Effective Responses to Overt Bullying

ERIC Educational Resources Information Center

Sokol, Nicole; Bussey, Kay; Rapee, Ronald M.

2016-01-01

School communities worldwide are tackling the pervasive problem of school bullying. Teachers hold an important responsibility to prevent and manage bullying problems in the school environment and often play a key role in advising students about how to respond to bullying. This study examined teachers' perspectives on the most effective ways to…

Promoting Preservice Teachers' Dual Self-Regulation Roles as Learners and as Teachers: Effects of Generic vs. Specific Prompts

ERIC Educational Resources Information Center

Kramarski, Bracha; Kohen, Zehavit

2017-01-01

Researchers have recently suggested that teachers must undertake important dual self-regulation roles if they want to become effective at improving their students' self-regulation. First, teachers need to become proficient at self-regulated learning (SRL) themselves, and then teachers need to learn explicitly how to proactively teach SRL -- termed…

Teachers' goal orientations: Effects on classroom goal structures and emotions.

PubMed

Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

2017-03-01

Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

The Effects of the Mississippi Curriculum Test: Second Edition: A Study on the Teacher Morale and Teacher Efficacy of Seventh and Eighth Grade Teachers

ERIC Educational Resources Information Center

Willis, Mario

2014-01-01

The primary purpose of this study was to examine the effects that high-stakes tests have on middle school teachers' morale and teachers' efficacy in the state of Mississippi. The participants in this study were teachers in the areas of language arts, mathematics, and science at the middle school level. The researcher used a correlational design,…

The effects of experience and attrition for novice high-school science and mathematics teachers.

PubMed

Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

2012-03-02

Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

Teacher and Teaching Effects on Students’ Attitudes and Behaviors

PubMed Central

Blazar, David; Kraft, Matthew A.

2017-01-01

Research has focused predominantly on how teachers affect students’ achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills. PMID:28931959

Administrative Support and Its Mediating Effect on US Public School Teachers

ERIC Educational Resources Information Center

Tickle, Benjamin R.; Chang, Mido; Kim, Sunha

2011-01-01

This study examined the effect of administrative support on teachers' job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers' job…

Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio

ERIC Educational Resources Information Center

Downing, Pamela R.

2016-01-01

Education reformers are calling for increased accountability for the nation's public schools. Teacher evaluation has experienced a shift in focus from what teachers do to accomplish the task of teaching to student growth as a result of what teachers do in the classroom (Achieve, Inc., 2007). Additionally, a connection between teacher job…

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…

A cost-effectiveness analysis of fixed-combination therapies in patients with open-angle glaucoma: a European perspective.

PubMed

Hommer, A; Wickstrøm, J; Friis, M M; Steeds, C; Thygesen, J; Ferreras, A; Gouws, P; Buchholz, P

2008-04-01

To compare the efficacy and cost implications of the use of the intraocular pressure-lowering prostaglandin analogues bimatoprost, travoprost, and latanoprost as fixed-combination therapies with timolol, a beta-adrenergic receptor antagonist. A decision analytic cost-effectiveness model was constructed. Since no head-to-head studies comparing the three treatment options exist, the analysis was based on an indirect comparison. Hence, the model was based on efficacy data from five randomized, controlled, clinical studies. The studies were comparable with respect to study design, time horizon, patient population and type of end point presented. The measure of effectiveness was the percentage reduction of the intraocular pressure level from baseline. The cost evaluated was the cost of medication and clinical visits to the ophthalmologist. All drug costs were market prices inclusive of value-added tax, and visit costs were priced using official physician fees. Cost-effectiveness analyses were carried out in five European countries: Spain, Italy, United Kingdom, Norway and Sweden. The time horizon for the analyses was 3 months. The analysis showed that fixed-combination bimatoprost/timolol was more effective and less costly than fixed-combination travoprost/timolol and fixed-combination latanoprost/timolol in three out of the five countries analyzed. In two countries, bimatoprost/timolol was less costly than latanoprost/timolol, and cost the same as travoprost/timolol. This cost-effectiveness analysis showed that the fixed combination of bimatoprost 0.03%/timolol 0.5% administered once daily was a cost-effective treatment option for patients with primary open-angle glaucoma. This study was limited by available clinical data: without a head-to-head trial, indirect comparisons were necessary. In the United Kingdom, Sweden, Norway, Italy, and Spain, from a health service viewpoint, bimatoprost/timolol was a slightly more effective as well as less costly treatment strategy

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,…

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…

Effective Professional Development for Teacher Leaders: Lessons Learned from K-6 Mathematics Teacher Enhancement Program.

ERIC Educational Resources Information Center

Friel, Susan N.; Bright, George W.

The National Science Foundation (NSF) has supported a wide variety of teacher enhancement projects in order to identify and explore strategies that are effective in bringing genuine, long-term teacher change, and, ultimately, long-term systemic change in schools. In November 1994, with funding provided from NSF (Grant Number ESI-9452859), a small,…

What Makes Professional Development Effective? Results from a National Sample of Teachers.

ERIC Educational Resources Information Center

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

2001-01-01

Used a national probability sample of 1,027 mathematics and science teachers to provide a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results identify three core features of professional development that have significant positive effects on teachers' self-reported…

Developing the Effective Teaching Skills of Teacher Candidates during Early Field Experiences

ERIC Educational Resources Information Center

Welsh, Kelly A.; Schaffer, Connie

2017-01-01

This study examined the development of effective teaching skills in teacher candidates in the context of early field experiences directly tied to a pedagogical course. Evidence from faculty instructors, mentor teachers, and teacher candidates suggests secondary education candidates were able to develop effective teaching skills related to…

Fixed-time stability of dynamical systems and fixed-time synchronization of coupled discontinuous neural networks.

PubMed

Hu, Cheng; Yu, Juan; Chen, Zhanheng; Jiang, Haijun; Huang, Tingwen

2017-05-01

In this paper, the fixed-time stability of dynamical systems and the fixed-time synchronization of coupled discontinuous neural networks are investigated under the framework of Filippov solution. Firstly, by means of reduction to absurdity, a theorem of fixed-time stability is established and a high-precision estimation of the settling-time is given. It is shown by theoretic proof that the estimation bound of the settling time given in this paper is less conservative and more accurate compared with the classical results. Besides, as an important application, the fixed-time synchronization of coupled neural networks with discontinuous activation functions is proposed. By designing a discontinuous control law and using the theory of differential inclusions, some new criteria are derived to ensure the fixed-time synchronization of the addressed coupled networks. Finally, two numerical examples are provided to show the effectiveness and validity of the theoretical results. Copyright © 2017 Elsevier Ltd. All rights reserved.

Influence of Spirituality, Family, and Self Efficacy on Teacher Effectiveness

ERIC Educational Resources Information Center

Heffner, Judith Maples

2016-01-01

Spirituality, family influence, and teacher efficacy are the focal points of this research project. Research supports family influence as a powerful support in career selection and the positive effects spirituality has on a teacher's personal and professional life. Self efficacy possessed by a teacher gives them an "I can do attitude."…

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

NASA Astrophysics Data System (ADS)

Hemler, Debra A.

1997-11-01

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

The Effect of Principals' Technological Leadership on Teachers' Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools

ERIC Educational Resources Information Center

Chang, I-Hua

2012-01-01

The purpose of this study is to investigate the relationships among principals' technological leadership, teachers' technological literacy, and teaching effectiveness. The survey target population consists of 1,000 teachers randomly selected from Taiwanese elementary schools. The survey asked teachers to measure the effectiveness of principals'…

Educational Attainment, Teacher-Student Ratios, and the Risk of Adult Incarceration among U.S. Birth Cohorts since 1910

ERIC Educational Resources Information Center

Arum, Richard; LaFree, Gary

2008-01-01

Little is known about the relationship between school characteristics, such as teacher-student ratios, and the risk of incarceration in adulthood. Educational skeptics argue that investment in schools has little effect on outcomes, such as criminality or the risk of incarceration, because criminal propensities are fixed at an early age and…

Effects of oxytetracycline on the abundance and community structure of nitrogen-fixing bacteria during cattle manure composting.

PubMed

Sun, Jiajun; Qian, Xun; Gu, Jie; Wang, Xiaojuan; Gao, Hua

2016-09-01

The effects of oxytetracycline (OTC) on nitrogen-fixing bacterial communities were investigated during cattle manure composting. The abundance and community structure of nitrogen-fixing bacteria were determined by qPCR and denaturing gradient gel electrophoresis (DGGE), respectively. The matrix was spiked with OTC at four levels: no OTC, 10mg/kg dry weight (DW) OTC (L), 60mg/kg DW OTC (M), and 200mg/kg DW OTC (H). The high temperature period of composting was shorter with M and H, and the decline in temperature during the cooling stage was accelerated by OTC. OTC had a concentration-dependent inhibitory effect on the nitrogenase activity during early composting, and the nifH gene abundance declined significantly during the later composting stage. The DGGE profile and statistical analysis showed that OTC changed the nitrogen-fixing bacterial community succession and reduced the community richness and dominance. The nitrogen-fixing bacterial community structure was affected greatly by the high level of OTC. Copyright © 2016. Published by Elsevier Ltd.

The effect of certification and preparation on teacher quality.

PubMed

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

2007-01-01

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

Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

NASA Astrophysics Data System (ADS)

Klieger, Aviva; Yakobovitch, Anat

2011-06-01

The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

Stuttering at school: the effect of a teacher training program on stuttering.

PubMed

Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves

2016-07-04

Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

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

ERIC Educational Resources Information Center

Donaldson, Morgaen L.

2013-01-01

Purpose: How principals hire, assign, evaluate, and provide growth opportunities to teachers likely have major ramifications for teacher effectiveness and student learning. This article reports on the barriers principals encountered when carrying out these functions and variations in the degree to which they identified obstacles and problem-solved…

The Possible Effects of Mentoring on Second Career Teacher Perceptions

ERIC Educational Resources Information Center

Lopez, Carol A.

2017-01-01

The primary goal of this study was to examine the effects of mentoring during the first teaching year of high school Second Career Teachers. The teachers' perception of this aspect of their professional career was studied. The practice has been that school district administration assigns new teachers a mentor to support them in their success. They…

National Board Certification and Teacher Effectiveness: Evidence from Washington State

ERIC Educational Resources Information Center

Cowan, James; Goldhaber, Dan

2016-01-01

We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board-Certified Teachers (NBCTs) in the nation. Based on value-added models in math and reading, we find that NBPTS-certified teachers are about 0.01-0.05…

Teacher-to-Teacher Mentoring. For Tech Teachers

ERIC Educational Resources Information Center

Gora, Kathleen; Hinson, Janice

2004-01-01

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

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…

Therapeutic effect of Linum usitatissimum (flaxseed/linseed) fixed oil on acute and chronic arthritic models in albino rats.

PubMed

Kaithwas, Gaurav; Majumdar, Dipak K

2010-06-01

The present study was undertaken to assess the activity/anti-inflammatory potential of Linum usitatissimum fixed oil against castor oil-induced diarrhoea, turpentine oil-induced joint oedema, formaldehyde and Complete Freund's Adjuvant (CFA)-induced arthritis in Wistar albino rats. The oil intraperitoneally, significantly inhibited the castor oil-induced diarrhoea and turpentine oil-induced exudative joint oedema in a dose-dependent manner. Significant inhibitory effect of L. usitatissimum fixed oil was observed in formaldehyde-induced proliferative global oedematous arthritis when given intraperitoneally, with significant checking of the serum glutamic oxaloacetic acid transaminase and serum glutamic pyruvic acid transaminase. Further, L. usitatissimum fixed oil showed a significant dose-dependent protective effect against CFA-induced arthritis as well. Secondary lesions produced by CFA due to a delayed hypersensitivity reaction were also reduced in a significant manner. Anti-inflammatory activity of L. usitatissimum fixed oil can be attributed to the presence of alpha linolenic acid (57.38%, an omega-3 fatty acid, 18:3, n-3) having dual inhibitory effect on arachidonate metabolism resulting in suppressed production of proinflammatory n-6 eicosanoids (PGE(2), LTB(4)) and diminished vascular permeability. These observations suggest possible therapeutic potential of L. usitatissimum fixed oil in inflammatory disorders like rheumatoid arthritis.

Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments

ERIC Educational Resources Information Center

Grissom, Jason A.

2011-01-01

Background: High rates of teacher turnover likely mean greater school instability, disruption of curricular cohesiveness, and a continual need to hire inexperienced teachers, who typically are less effective, as replacements for teachers who leave. Unfortunately, research consistently finds that teachers who work in schools with large numbers of…

The Effect of Interference on Temporal Order Memory for Random and Fixed Sequences in Nondemented Older Adults

ERIC Educational Resources Information Center

Tolentino, Jerlyn C.; Pirogovsky, Eva; Luu, Trinh; Toner, Chelsea K.; Gilbert, Paul E.

2012-01-01

Two experiments tested the effect of temporal interference on order memory for fixed and random sequences in young adults and nondemented older adults. The results demonstrate that temporal order memory for fixed and random sequences is impaired in nondemented older adults, particularly when temporal interference is high. However, temporal order…

Effective Multicultural Teacher Education Programs: Methodological and Conceptual Issues

ERIC Educational Resources Information Center

Rao, Shaila

2005-01-01

To meet challenges of diversity in classrooms various multicultural teacher education programs to prepare pre-service teachers are introduced with the objective of changing beliefs, attitudes, knowledge base, and pedagogical skills. Studies reporting effectiveness of these programs used measure such as portfolio assessment, interviews, survey and…

Characteristics of effective professional development for early career science teachers

NASA Astrophysics Data System (ADS)

Simon, Shirley; Campbell, Sandra; Johnson, Sally; Stylianidou, Fani

2011-04-01

The research reported here set out to investigate the features in schools and science departments that were seen as effective in contributing to the continuing professional development (CPD) of early career science teachers. Ten schools took part in the study, selected on the basis of their reputation for having effective CPD practices. To gain different perspectives from within the organisations we conducted interviews with senior members of staff, heads of science departments and early career teachers. A thematic analysis of the interviews is presented, drawing on findings from across the 10 schools, and exemplified in more detail by a vignette to show specific features of effective CPD practice. The study has revealed a wealth of practice across the 10 schools, which included a focus on broadening experience beyond the classroom, having an open, sharing, non-threatening culture and systemic procedures for mentoring and support that involved ring-fenced budgets. The schools also deployed staff judiciously in critical roles that model practice and motivate early career science teachers. Early career teachers were concerned primarily with their overall development as teachers, though some science specific examples such as observing practical work and sessions to address subject knowledge were seen as important.

Middle School Teachers' Perceptions Regarding the Motivation and Effectiveness of Homework

ERIC Educational Resources Information Center

Snead, Donald; Burris, Kathleen G.

2016-01-01

The purpose of this study was to understand middle school teachers' perspectives on the role of homework. Approximately 118 middle school teachers volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed teachers identified several instructional and…

Playing to Teachers' Strengths: Using Multiple Measures of Teacher Effectiveness to Improve Teacher Assignments

ERIC Educational Resources Information Center

Fox, Lindsay

2016-01-01

Current uses of value-added modeling largely ignore or assume away the potential for teachers to be more effective with one type of student than another or in one subject than another. This paper explores the stability of value-added measures across different subgroups and subjects using administrative data from a large urban school district. For…

Effective Teachers of Early Adolescents.

ERIC Educational Resources Information Center

Steer, Donald R.

Over the past 15 years a number of studies and official statements have considered characteristics and competencies of effective middle/junior high school teachers. Thirty-eight items found to be present in several studies were used to form a questionnaire, sent to 500 members of the National Middle School Association, about the importance of…

CONTRAST BETWEEN OSMIUM-FIXED AND PERMANGANATE-FIXED TOAD SPINAL GANGLIA

PubMed Central

Rosenbluth, Jack

1963-01-01

Chains of vesicles are prominent near the plasma membranes of both the neurons and satellite cells of osmium-fixed toad spinal ganglia. In permanganate-fixed specimens, however, such vesicles are absent, and in their place are continuous invaginations of the plasma membranes of these cells. The discrepancy suggests that the serried vesicles seen in osmium-fixed preparations arise through disintegration of plasma membrane invaginations, and do not represent active pinocytosis, as has been suggested previously. A second difference between ganglia fixed by these two methods is that rows of small, disconnected cytoplasmic globules occur in the sheaths of permanganate-fixed ganglia, but not in osmium-fixed samples. It is suggested that these globules arise from the breakdown of thin sheets of satellite cell cytoplasm which occur as continuous lamellae in osmium-fixed specimens. Possible mechanisms of these membrane reorganizations, and the relevance of these findings to other tissues, are discussed. PMID:13990905

Student teachers' pedagogical content knowledge for teaching systems thinking: effects of different interventions

NASA Astrophysics Data System (ADS)

Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

2017-09-01

Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.

Teachers' Organizational Commitment: Examining the Mediating Effects of Distributed Leadership

ERIC Educational Resources Information Center

Devos, Geert; Tuytens, Melissa; Hulpia, Hester

2014-01-01

This study examines the relation between principals' leadership and teachers' organizational commitment, mediated by distributed leadership. Data were collected from 1,495 teachers in 46 secondary schools. Structural equation modeling indicated that the effect of principals' leadership on teachers' organizational commitment is…

The effect of interference on temporal order memory for random and fixed sequences in nondemented older adults.

PubMed

Tolentino, Jerlyn C; Pirogovsky, Eva; Luu, Trinh; Toner, Chelsea K; Gilbert, Paul E

2012-05-21

Two experiments tested the effect of temporal interference on order memory for fixed and random sequences in young adults and nondemented older adults. The results demonstrate that temporal order memory for fixed and random sequences is impaired in nondemented older adults, particularly when temporal interference is high. However, temporal order memory for fixed sequences is comparable between older adults and young adults when temporal interference is minimized. The results suggest that temporal order memory is less efficient and more susceptible to interference in older adults, possibly due to impaired temporal pattern separation.

The Effect of Teachers' Social Networks on Teaching Practices and Class Composition

ERIC Educational Resources Information Center

Kim, Chong Min

2011-01-01

Central to this dissertation was an examination of the role teachers' social networks play in schools as living organizations through three studies. The first study investigated the impact of teachers' social networks on teaching practices. Recent evidence suggests that teachers' social networks have a significant effect on teachers' norms,…

In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher?

ERIC Educational Resources Information Center

Çelik, Servet; Arikan, Arda; Caner, Mustafa

2013-01-01

Research on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students' perceptions of the qualities of effective foreign language teachers, in…

Total Teacher Effectiveness: Implication for Curriculum Change (TOC) in Hong Kong.

ERIC Educational Resources Information Center

Tsui, Kwok Tung; Cheng, Yin Cheong

This paper introduces the concept of total teacher effectiveness for facilitating educational reform and improvement, using target oriented curriculum (TOC) change in Hong Kong as an example. TOC change is a complex process that involves preparing, changing, and reinforcing teachers in multiple domains at multiple levels. Teacher effectiveness…

Effects of Self-Perceptions on Self-Learning among Teacher Education Students

ERIC Educational Resources Information Center

Liu, Shih-Hsiung

2015-01-01

This study evaluates the multivariate hypothesized model that predicts the significance of, and relationships among, various self-perception factors for being a qualified teacher and their direct and mediated effects on self-learning activities among teacher education students. A total of 248 teacher education students enrolled at an education…

Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests

ERIC Educational Resources Information Center

Gray, James J.

2010-01-01

The purpose of this study was to answer the question: Are principals good at identifying effective teachers? Some studies have suggested they are not, but the evidence is not consistent. It is troubling that research results are inconsistent regarding principals' abilities to identify effective teachers. Why is there a disconnect between…

Recruiting Effective Math Teachers: Evidence from New York City

ERIC Educational Resources Information Center

Boyd, Donald; Grossman, Pamela; Hammerness, Karen; Lankford, Hamilton; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, James

2012-01-01

For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. In response to the need for qualified math teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore,…

Effectiveness of an Alternative Certification Program for the Preparation of Elementary Teachers

ERIC Educational Resources Information Center

Follo, Eric J.; Rivard, James J.

2009-01-01

This study focuses on the effectiveness of the alternative elementary teacher certification program at Oakland University in Rochester, Michigan. The program was developed in response to the projected teacher shortage, the need for teachers in subjects such as mathematics and science, the need for teachers in urban schools, and the need for…

PLENATITUDE Teacher Education for Effectiveness and Well-Being with Neuro-Linguistic Programming

ERIC Educational Resources Information Center

Vieira, Cristina Rocha; Gaspar, Maria Filomena

2013-01-01

The role and functioning of schools are changing as well as what is expected of teachers (who face growing and diversified challenges); consequentially, well-being at the schools is endangered. As teachers and teachers' educators concern is: How to improve schools' and teachers' effectiveness and promote well-being. Believing that the path to…

Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Paulsen, Kim J.

2012-01-01

Every year teacher preparation programs invest considerable time and energy in selecting and supporting cooperating teachers who serve as mentors for their student teachers. Given the weight and importance educators place on the student teaching experience and the powerful role it can play in shaping future teachers, it makes sense for teacher…

Novice Teachers' Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation

ERIC Educational Resources Information Center

Santagata, Rossella; Taylor, Karen

2018-01-01

This study examines whether preservice teachers' experiences with video analyses during teacher preparation have long-lasting effects on their practices once they enter the profession. Specifically, the authors examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation continued to do so…

Cultivating a Community of Effective Special Education Teachers: Local Special Education Administrators' Roles

ERIC Educational Resources Information Center

Bettini, Elizabeth; Benedict, Amber; Thomas, Rachel; Kimerling, Jenna; Choi, Nari; McLeskey, James

2017-01-01

Evidence of the powerful impact teachers have on student achievement has led to an intensive focus on cultivating effective teachers, including special education teachers (SETs). Local special education administrators (LSEAs) share responsibility for cultivating effective SETs throughout their districts. However, the roles LSEAs play in this…

Walking the Talk in Initial Teacher Education: Making Teacher Educator Modeling Effective

ERIC Educational Resources Information Center

Hogg, Linda; Yates, Anne

2013-01-01

This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and…

Classroom Management Intervention: The Effects of Training and Mentoring on the Inductee Teacher's Behavior.

ERIC Educational Resources Information Center

Stallion, Brenda K.

The purpose of this study was to assess the effects of a program for training teachers in classroom management that was embedded in a mentor and beginning teacher induction program. Both mentor teachers and beginning teachers were randomly assigned to treatment conditions. The research sought to determine the effects of the classroom management…

English Language Learner Teacher Effectiveness and the Common Core

ERIC Educational Resources Information Center

Johnson, Tammy; Wells, Lorra

2017-01-01

Common Core State Standards (CCSS) and teacher effectiveness are among the most contentious issues in education today. With an increase in English language learners (ELLs) and the rigorous requirements imposed by the CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using California as a case study, this research synthesis…

Foregone Opportunities: Unveiling Teacher Expectancy Effects in Kindergarten Using Counterfactual Predictions

ERIC Educational Resources Information Center

Kim, Hyun Sik

2015-01-01

Drawing on data from the Early Childhood Longitudinal Study-Kindergarten Class 1998-1999 of the United States, this article evaluates teacher expectancy effects on achievement growth in kindergarten. We attempt to disentangle teacher expectancy effects from omitted variable bias or predictive validity by exploiting counterfactual predictions in…

The Challenging Pupil in the Classroom: Child Effects on Teachers

PubMed Central

Houts, Renate M.; Caspi, Avshalom; Pianta, Robert C.; Arseneault, Louise; Moffitt, Terrie E.

2012-01-01

Teaching children requires effort and some children naturally require more effort than others. This study tests whether teacher effort devoted to individual children varies as a function of children’s personal characteristics. Using a nation-wide longitudinal study of twins followed between ages 5-12 years, we asked teachers about the effort they invested in each child enrolled in our study. We found that teacher effort was a function of heritable child characteristics; that children’s challenging behavior assessed at age 5 predicted teacher effort at age 12; and that challenging child behavior and teacher effort share common etiology in children’s genes. While child effects accounted for a significant proportion of variance in teacher effort, we also found variation that could not be attributed to children’s behavior. Treating children with challenging behavior and enhancing teachers’ skills in behavior management could increase the time and energy teachers have to deliver curriculum in their classrooms. PMID:21078897

The Effectiveness and Distribution of Male Primary Teachers: Evidence from Two Mexican States

ERIC Educational Resources Information Center

Luschei, Thomas F.

2012-01-01

Although the results of quantitative studies often indicate that students of male teachers perform worse on achievement tests than those of female teachers, it is not clear that men are less effective teachers. Instead, male teachers may work in more difficult environments. This study uses longitudinal data from Mexico's national teacher incentive…

Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors

ERIC Educational Resources Information Center

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

2018-01-01

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may…

How do medical students form impressions of the effectiveness of classroom teachers?

PubMed

Rannelli, Luke; Coderre, Sylvain; Paget, Michael; Woloschuk, Wayne; Wright, Bruce; McLaughlin, Kevin

2014-08-01

Teaching effectiveness ratings (TERs) are used to provide feedback to teachers on their performance and to guide decisions on academic promotion. However, exactly how raters make decisions on teaching effectiveness is unclear. The objectives of this study were to identify variables that medical students appraise when rating the effectiveness of a classroom teacher, and to explore whether the relationships among these variables and TERs are modified by the physical attractiveness of the teacher. We asked 48 Year 1 medical students to listen to 2-minute audio clips of 10 teachers and to describe their impressions of these teachers and rate their teaching effectiveness. During each clip, we displayed either an attractive or an unattractive photograph of an unrelated third party. We used qualitative analysis followed by factor analysis to identify the principal components of teaching effectiveness, and multiple linear regression to study the associations among these components, type of photograph displayed, and TER. We identified two principal components of teaching effectiveness: charisma and intellect. There was no association between rating of intellect and TER. Rating of charisma and the display of an attractive photograph were both positively associated with TER and a significant interaction between these two variables was apparent (p < 0.001). The regression coefficient for the association between charisma and TER was 0.26 (95% confidence interval [CI] 0.10-0.41) when an attractive picture was displayed and 0.83 (95% CI 0.66-1.00) when an unattractive picture was displayed (p < 0.001). When medical students rate classroom teachers, they consider the degree to which the teacher is charismatic, although the relationship between this attribute and TER appears to be modified by the perceived physical attractiveness of the teacher. Further studies are needed to identify other variables that may influence subjective ratings of teaching effectiveness and to evaluate

Teachers' Situation-Specific Mastery Experiences: Teacher, Student Group and Lesson Effects

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Webster, Sophie

2014-01-01

Following a model on the cyclical nature of teacher ("trait") self-efficacy and context-, task- and situation-specific ("state") "mastery experiences" (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students…

Gene-Based Association Analysis for Censored Traits Via Fixed Effect Functional Regressions.

PubMed

Fan, Ruzong; Wang, Yifan; Yan, Qi; Ding, Ying; Weeks, Daniel E; Lu, Zhaohui; Ren, Haobo; Cook, Richard J; Xiong, Momiao; Swaroop, Anand; Chew, Emily Y; Chen, Wei

2016-02-01

Genetic studies of survival outcomes have been proposed and conducted recently, but statistical methods for identifying genetic variants that affect disease progression are rarely developed. Motivated by our ongoing real studies, here we develop Cox proportional hazard models using functional regression (FR) to perform gene-based association analysis of survival traits while adjusting for covariates. The proposed Cox models are fixed effect models where the genetic effects of multiple genetic variants are assumed to be fixed. We introduce likelihood ratio test (LRT) statistics to test for associations between the survival traits and multiple genetic variants in a genetic region. Extensive simulation studies demonstrate that the proposed Cox RF LRT statistics have well-controlled type I error rates. To evaluate power, we compare the Cox FR LRT with the previously developed burden test (BT) in a Cox model and sequence kernel association test (SKAT), which is based on mixed effect Cox models. The Cox FR LRT statistics have higher power than or similar power as Cox SKAT LRT except when 50%/50% causal variants had negative/positive effects and all causal variants are rare. In addition, the Cox FR LRT statistics have higher power than Cox BT LRT. The models and related test statistics can be useful in the whole genome and whole exome association studies. An age-related macular degeneration dataset was analyzed as an example. © 2016 WILEY PERIODICALS, INC.

Gene-based Association Analysis for Censored Traits Via Fixed Effect Functional Regressions

PubMed Central

Fan, Ruzong; Wang, Yifan; Yan, Qi; Ding, Ying; Weeks, Daniel E.; Lu, Zhaohui; Ren, Haobo; Cook, Richard J; Xiong, Momiao; Swaroop, Anand; Chew, Emily Y.; Chen, Wei

2015-01-01

Summary Genetic studies of survival outcomes have been proposed and conducted recently, but statistical methods for identifying genetic variants that affect disease progression are rarely developed. Motivated by our ongoing real studies, we develop here Cox proportional hazard models using functional regression (FR) to perform gene-based association analysis of survival traits while adjusting for covariates. The proposed Cox models are fixed effect models where the genetic effects of multiple genetic variants are assumed to be fixed. We introduce likelihood ratio test (LRT) statistics to test for associations between the survival traits and multiple genetic variants in a genetic region. Extensive simulation studies demonstrate that the proposed Cox RF LRT statistics have well-controlled type I error rates. To evaluate power, we compare the Cox FR LRT with the previously developed burden test (BT) in a Cox model and sequence kernel association test (SKAT) which is based on mixed effect Cox models. The Cox FR LRT statistics have higher power than or similar power as Cox SKAT LRT except when 50%/50% causal variants had negative/positive effects and all causal variants are rare. In addition, the Cox FR LRT statistics have higher power than Cox BT LRT. The models and related test statistics can be useful in the whole genome and whole exome association studies. An age-related macular degeneration dataset was analyzed as an example. PMID:26782979

Effective Middle Level Teaching: Perceptions on the Preparedness of Newly Hired Teachers

ERIC Educational Resources Information Center

Howell, Penny B.; Cook, Chris; Faulkner, Shawn A.

2013-01-01

This interpretive, exploratory study utilized survey methodology to document middle level principals' perceptions of effective teaching practices and the preparedness of newly hired middle level teachers. The findings suggest that principals' descriptions of effective teaching differ from their descriptions of effective teachers. Additionally,…

Teachers' Education in Socratic Dialogue: Some Effects on Teacher-Learner Interaction

ERIC Educational Resources Information Center

Knezic, Dubravka; Elbers, Ed; Wubbels, Theo; Hajer, Maaike

2013-01-01

This article presents a quasi-experimental study into the effects of a course offered to subject matter student teachers that focused on Socratic Dialogue as a way to enhance their interactional scaffolding of advanced second language learning. Within the framework of the sociocultural theory of learning and second language acquisition, the study…

The Influencing and Effective Model of Early Childhood: Teachers' Job Satisfaction in China

ERIC Educational Resources Information Center

Jiang, Yong

2005-01-01

The purpose of this study was to explore the influencing and effective models of Chinese early childhood teachers' job satisfaction. Using a questionnaire of 317 teachers from 21 kindergartens in Shanghai, China, the present study established the influencing and effective structure model of teachers' job satisfaction. The results demonstrated that…

From the teacher's eyes: facilitating teachers noticings on informal formative assessments (IFAs) and exploring the challenges to effective implementation

NASA Astrophysics Data System (ADS)

Sezen-Barrie, Asli; Kelly, Gregory J.

2017-01-01

This study focuses on teachers' use of informal formative assessments (IFAs) aimed at improving students' learning and teachers' recognition of students' learning processes. The study was designed as an explorative case study of four middle school teachers and their students at a charter school in the northeastern U.S.A. The data collected for the study included a history of teaching questionnaire, video records of the teachers' IFA practices, ethnographic interviews with teachers, and field notes from classroom observations. These data were analysed from a sociolinguistic perspective focusing on the ways that classroom discourse and reflective interview conversations constructed ways of viewing assessment. The findings from the analysis of the classroom discourse showed that teachers use three different types of IFA cycles, labelled as connected, non-connected, and repeating. Teachers' reflections on video cases show that teachers can learn to view in-the-moment interactions in new ways that can guide IFAs. We concluded that teachers' perspectives on the effectiveness of IFAs are an important, but often neglected, part of building a robust, interactive classroom assessment portfolio.

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…

The Effect of Creative Drama Activities on Candidate Teachers' Self- Directed Skills

ERIC Educational Resources Information Center

Kosucu, Emine; Hursen, Cigdem

2017-01-01

This research aimed to specify the effect of creative drama activities on candidate teachers' self-directed skills. 35 candidate teachers participated in this study in which a mixture of a qualitative and quantitative method was used. The results obtained from the research showed that creative drama activities are effective on candidate teachers'…

Long-term clinical and bacterial effects of xylitol on patients with fixed orthodontic appliances.

PubMed

Masoud, Mohamed I; Allarakia, Reem; Alamoudi, Najlaa M; Nalliah, Romesh; Allareddy, Veerasathpurush

2015-01-01

The objective of this study was to evaluate long-term clinical and bacterial effects of using 6 g of xylitol per day for 3 months on patients with full fixed orthodontic appliances. The study was a pilot clinical trial that included 41 subjects who were undergoing orthodontic treatment. The subjects were randomly divided into three groups. Group A received xylitol chewing gum, group B received xylitol dissolvable chewable tablets, and Group C served as the control group and did not receive xylitol gums or tablets. Clinical examination and the collection of plaque and saliva samples were carried out at baseline and 3, 6, and 12 months. All three groups were given oral hygiene instruction and were put on a 6-month cleaning and topical fluoride schedule. Plaque scores and bacterial counts were used to evaluate the effectiveness of the different approaches at reducing the caries risk. Xylitol groups did not experience any more reduction in plaque score, plaque MS counts, or salivary MS counts than the control group nor did they have lower values at any of the time points. Chewing gum did not significantly increase the incidence of debonded brackets over the other groups. Xylitol does not have a clinical or bacterial benefit in patients with fixed orthodontic appliances. Oral hygiene instructions and 6-month topical fluoride application were effective at reducing plaque scores and bacterial counts in patients with full fixed appliances regardless of whether or not xylitol was used.

Is It Just a Bad Class? Assessing the Stability of Measured Teacher Performance. CEDR Working Paper No. 2010-3.0

ERIC Educational Resources Information Center

Goldhaber, Dan; Hansen, Michael

2010-01-01

Economic theory commonly models unobserved worker quality as a given parameter that is fixed over time, but empirical evidence supporting this assumption is sparse. In this paper we report on work estimating the stability of value-added estimates of teacher effects, an important area of investigation given that new workforce policies implicitly…

Investigating the Effectiveness of Teacher Education for Early Career Teachers in Diverse Settings: The Longitudinal Research We Have to Have

ERIC Educational Resources Information Center

Rowan, Leonie; Mayer, Diane; Kline, Jodie; Kostogriz, Alex; Walker-Gibbs, Bernadette

2015-01-01

There have been more than 100 reports focusing on the effectiveness of teacher education in Australia over the last 35 years with many positioning teacher education as flawed and in need of reform. These frequent criticisms have drawn attention to the difficulty teacher educators can experience when trying to interrupt or contest this…

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…

Iterative Usage of Fixed and Random Effect Models for Powerful and Efficient Genome-Wide Association Studies

PubMed Central

Liu, Xiaolei; Huang, Meng; Fan, Bin; Buckler, Edward S.; Zhang, Zhiwu

2016-01-01

False positives in a Genome-Wide Association Study (GWAS) can be effectively controlled by a fixed effect and random effect Mixed Linear Model (MLM) that incorporates population structure and kinship among individuals to adjust association tests on markers; however, the adjustment also compromises true positives. The modified MLM method, Multiple Loci Linear Mixed Model (MLMM), incorporates multiple markers simultaneously as covariates in a stepwise MLM to partially remove the confounding between testing markers and kinship. To completely eliminate the confounding, we divided MLMM into two parts: Fixed Effect Model (FEM) and a Random Effect Model (REM) and use them iteratively. FEM contains testing markers, one at a time, and multiple associated markers as covariates to control false positives. To avoid model over-fitting problem in FEM, the associated markers are estimated in REM by using them to define kinship. The P values of testing markers and the associated markers are unified at each iteration. We named the new method as Fixed and random model Circulating Probability Unification (FarmCPU). Both real and simulated data analyses demonstrated that FarmCPU improves statistical power compared to current methods. Additional benefits include an efficient computing time that is linear to both number of individuals and number of markers. Now, a dataset with half million individuals and half million markers can be analyzed within three days. PMID:26828793

Principled Principals: New Evidence from Chicago Shows They Fire the Least Effective Teachers

ERIC Educational Resources Information Center

Jacob, Brian A.

2011-01-01

If principals have the authority to dismiss teachers, will they dismiss the less effective ones, or will they instead make perverse decisions by letting the good teachers go? Evidence from low-stakes surveys suggests that principals are able to identify the most and least effective teachers in their schools, as measured by their impact on student…

Improving Teacher Feedback during Active Learning: Effects of a Professional Development Program

ERIC Educational Resources Information Center

Van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2014-01-01

This study focuses on improving teacher feedback during active learning. Changing teachers' behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers' cognitions and practices. Effects of a specifically designed professional development program on 16 elementary…

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

ERIC Educational Resources Information Center

Treese, Matthew Paul

2012-01-01

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

The Relationship between Elementary School Teachers' Perceptions of Principals' Leadership Effectiveness and Teacher Burnout

ERIC Educational Resources Information Center

Owens, Sallye Applewhite

2013-01-01

Burnout, an ever-present concern in the teaching profession, is arguably related to principals' leadership effectiveness. The purpose of this study was to investigate relationships between elementary school teachers' levels of burnout and their perceptions of their principals' leadership effectiveness. Data were gathered using the Maslach Burnout…

Iterative usage of fixed and random effect models for powerful and efficient genome-wide association studies

USDA-ARS?s Scientific Manuscript database

False positives in a Genome-Wide Association Study (GWAS) can be effectively controlled by a fixed effect and random effect Mixed Linear Model (MLM) that incorporates population structure and kinship among individuals to adjust association tests on markers; however, the adjustment also compromises t...

Fix It and They Might Stay: School Facility Quality and Teacher Retention in Washington, D.C.

ERIC Educational Resources Information Center

Buckley, Jack; Schneider, Mark; Shang, Yi

2005-01-01

The attrition of both new and experienced teachers is a challenge for schools and school administrators throughout the United States, particularly in large urban districts. Because of the importance of this issue, there is a large empirical literature that investigates why teachers quit and how they might be induced to stay. Here we build upon…

The Effects of Ongoing Communication between Teachers and Adolescents with Disabilities. Research Report.

ERIC Educational Resources Information Center

Adams, Gary; Lenz, B. Keith; Laraux, Michelle; Graner, Patricia; Pouliot, Norman

This study evaluated differences in teacher and student perceptions about communication patterns within classrooms and the effect of a teacher-student communication system, the Learning Expressways System, on teacher-student communication. High school teachers who had or have had students with disabilities in their classes participated. In the…

Comparative effects of a fixed Polypodium leucotomos/Pomegranate combination versus Polypodium leucotomos alone on skin biophysical parameters.

PubMed

Emanuele, Enzo; Bertona, Marco; Biagi, Marco

2017-02-01

Polypodium leucotomos extract is a commonly used systemic photoprotective agent. In an exploratory fashion, the current study aimed to compare the effects of oral supplementation with a fixed Polypodium leucotomos/pomegranate combination (PPmix®) versus Polypodium leucotomos alone (Fernblock®) on skin biophysical parameters of Caucasian adults. Forty healthy adult volunteers (20 males and 20 females; mean age: 37.2±5.5 years) were randomized in a 1:1 fashion to a fixed Polypodium leucotomos/pomegranate combination (480 mg/day; n=20) or Polypodium leucotomos alone (480 mg/day; n=20) for 3 months. Six skin biophysical parameters (skin sebum content, hydration, transepidermal water loss [TEWL], erythema index, melanin index, and elasticity) were measured at baseline and after 3 months by personnel blinded to participant allocation. At the end of the study, hydration and elasticity were significantly improved and TEWL was reduced in both groups, without significant intergroup differences. The erythema index was decreased by both treatments, although the fixed Polypodium leucotomos/pomegranate combination was significantly more effective. Finally, melanin index and skin sebum content were reduced by the fixed Polypodium leucotomos/pomegranate combination, whereas Polypodium leucotomos alone did not affect them. Our results suggest that a fixed Polypodium leucotomos/pomegranate combination provides a greater improvement of skin biophysical parameters compared to Polypodium leucotomos alone in adult Caucasians. Our findings may have implications for optimizing systemic skin photoprotection and beautification strategies.

Adaptability: An Important Capacity for Effective Teachers

ERIC Educational Resources Information Center

Collie, Rebecca J.; Martin, Andrew J.

2016-01-01

A defining feature of teaching work is that it involves novelty, change, and uncertainty on a daily basis. Being able to respond effectively to this change is known as adaptability. In this article, we discuss the importance of adaptability for teachers and their healthy and effective functioning in the workplace. We discuss approaches for…

Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School.

ERIC Educational Resources Information Center

Turner, Catana L.

This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes…

The Effects of the Preschool Inclusion Program on Teacher Outcomes in Turkey

ERIC Educational Resources Information Center

Sucuoglu, Nimet Bülbin; Bakkaloglu, Hatice; Akalin, Selma; Demir, Seyda; Iscen-Karasu, Fadime

2015-01-01

The aim of this study was to evaluate the effects of a teacher training program on teacher outcomes. The teachers' knowledge and attitudes regarding inclusion, classroom management strategies, and their relationships with children both with and without disabilities were evaluated using self-report instruments. In addition, their classroom…

Do Teachers Perceive Co-Teaching as an Effective Instructional Model?

ERIC Educational Resources Information Center

Roberson, Gregory L.

2014-01-01

This qualitative action research study examined teachers' perceptions about co-teaching and its effectiveness as an instructional model for students with disabilities. One-on-one interviews were conducted with eight elementary and secondary teachers from a medium sized school district located in Southwest Ohio that has a students' with…

The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy

ERIC Educational Resources Information Center

Yin, Hong-biao; Lee, John Chi-Kin; Jin, Yu-le; Zhang, Zhong-hua

2013-01-01

This study explores the impact of teachers' perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had…

The Effects of the Institutional Structure of Schools on Teachers. Final Report.

ERIC Educational Resources Information Center

Freedman, Sara; And Others

The effects of teaching on teachers was investigated. Interviews with female elementary school teachers were conducted on a bi-weekly basis during 2 years of data collection. An analysis was made of the relationship between teachers' work experiences over the course of their careers within specific institutional structures, and their perceptions…

Quality Induction: The Effects of Comprehensive Induction on New Teacher Retention and Job Satisfaction

ERIC Educational Resources Information Center

Hendricks-Harris, Mary Therese

2012-01-01

This investigation examined the effect of a comprehensive new teacher induction program on teacher retention and job satisfaction in one suburban school district. New teachers are retained at low rates, and districts are spending resources in an attempt to decrease this number. New teacher induction includes supports for new teachers in their…

Comparison of Effectiveness of Manual Orthodontic, Powered and Sonic Toothbrushes on Oral Hygiene of Fixed Orthodontic Patients.

PubMed

Sharma, Ruchi; Trehan, Mridula; Sharma, Sunil; Jharwal, Vikas; Rathore, Nidhi

2015-01-01

Maintenance of good oral hygiene is important for patients undergoing fixed orthodontic treatment. The aim of this study was to evaluate the effectiveness of a manual orthodontic toothbrush, powered toothbrush with oscillating head and sonic toothbrush in controlling plaque, gingivitis and interdental bleeding in patients undergoing fixed orthodontic treatment, and to compare their relative efficacy. Sixty subjects, who were to receive orthodontic treatment with both upper and lower fixed appliances, were randomly divided into three study groups, with 20 patients in each group. Groups I to III were given manual orthodontic, powered and sonic toothbrushes, respectively. Plaque index (PI), gingival index (GI) and interdental bleeding index were scored to assess the level of plaque accumulation, gingival health and interdental bleeding at baseline; 4 and 8 weeks recall visits after fixed appliance bonding. Paired t-tests and one-way analysis of variance (ANOVA) tests were used for intragroup and intergroup comparisons. The level of statistical significance was set at p < 0.05. This study showed that a significant reduction in all the three indices scores was found from baseline to 4 and 8 weeks in group III. On intergroup comparison, no statistically significant differences were detected between the three groups for any of the parameters assessed. On intragroup comparison, sonic brushes performed superiorly in reducing gingivitis, plaque and interdental bleeding as compared to the manual orthodontic and powered brushes. On intergroup comparison, the relative comparative effectiveness was found to be similar for all the three brushes. How to cite this article: Sharma R, Trehan M, Sharma S, Jharwal V, Rathore N. Comparison of Effectiveness of Manual Orthodontic, Powered and Sonic Toothbrushes on Oral Hygiene of Fixed Orthodontic Patients. Int J Clin Pediatr Dent 2015;8(3):181-189.

Comparison of Effectiveness of Manual Orthodontic, Powered and Sonic Toothbrushes on Oral Hygiene of Fixed Orthodontic Patients

PubMed Central

Trehan, Mridula; Sharma, Sunil; Jharwal, Vikas; Rathore, Nidhi

2015-01-01

ABSTRACT Introduction: Maintenance of good oral hygiene is important for patients undergoing fixed orthodontic treatment. Aim: The aim of this study was to evaluate the effectiveness of a manual orthodontic toothbrush, powered toothbrush with oscillating head and sonic toothbrush in controlling plaque, gingivitis and interdental bleeding in patients undergoing fixed orthodontic treatment, and to compare their relative efficacy. Materials and methods: Sixty subjects, who were to receive orthodontic treatment with both upper and lower fixed appliances, were randomly divided into three study groups, with 20 patients in each group. Groups I to III were given manual orthodontic, powered and sonic toothbrushes, respectively. Plaque index (PI), gingival index (GI) and interdental bleeding index were scored to assess the level of plaque accumulation, gingival health and interdental bleeding at baseline; 4 and 8 weeks recall visits after fixed appliance bonding. Paired t-tests and one-way analysis of variance (ANOVA) tests were used for intragroup and intergroup comparisons. The level of statistical significance was set at p < 0.05. Results: This study showed that a significant reduction in all the three indices scores was found from baseline to 4 and 8 weeks in group III. On intergroup comparison, no statistically significant differences were detected between the three groups for any of the parameters assessed. Conclusion: On intragroup comparison, sonic brushes performed superiorly in reducing gingivitis, plaque and interdental bleeding as compared to the manual orthodontic and powered brushes. On intergroup comparison, the relative comparative effectiveness was found to be similar for all the three brushes. How to cite this article: Sharma R, Trehan M, Sharma S, Jharwal V, Rathore N. Comparison of Effectiveness of Manual Orthodontic, Powered and Sonic Toothbrushes on Oral Hygiene of Fixed Orthodontic Patients. Int J Clin Pediatr Dent 2015;8(3):181-189. PMID:26628852

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes toward Science: The Effect of a Primary Teacher Education Program

ERIC Educational Resources Information Center

Bayraktar, Sule

2011-01-01

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…

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

PubMed

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

2014-05-01

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

The Nigerian University Teachers' Effectiveness as Perceived by Their Students

ERIC Educational Resources Information Center

Okoye, Nnamdi S.

2008-01-01

The study investigated the Delta State University, Abraka, Students' concept of the "effective teacher". A sample of 200 second year university students selected from four faculties were asked to select three most important characteristics of a good teacher from a list of ten. The data obtained were analysed using the percentage…

What Does An Effective Year 12 English Teacher Look Like?

ERIC Educational Resources Information Center

Sawyer, Wayne; Ayers, Paul; Dinham, Steve

2001-01-01

Investigates techniques of highly effective teachers of Year 12 English in New South Wales, Australia. Concludes that successful teachers saw themselves as operating in positive school environments and overwhelmingly saw themselves as functioning as part of a team. Notes they used a range of teaching strategies, but emphasized having students…

Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

ERIC Educational Resources Information Center

Malik, Sufiana Khatoon; Nasim, Uzma; Tabassum, Farkhanda

2015-01-01

The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: "to assess university level teachers'" opinion about effectiveness of professional development training with reference to quality teaching, to measure…

The Effectiveness of Using Social Communications Networks in Mathematics Teachers' Professional Development

ERIC Educational Resources Information Center

Hussein, Hisham Barakat

2013-01-01

The study aims to determine the effectiveness of using social communications networks in mathematics teachers' professional development. The main research questions was: what is the effectiveness of using social communications networks in mathematics teachers' professional development. The sub questions were: (1) what are the standards of…

The Effect of School and Teacher Themed Movies on Pre-Service Teachers' Professional Attitudes and Perceived Self-Efficacy

ERIC Educational Resources Information Center

Kaskaya, Alper; Unlu, Ihsan; Akar, M. Said; Ozturan Sagirli, Meryem

2011-01-01

The aim of this study is to investigate the effects of school and teacher themed movies on pre-service teachers' attitudes towards their profession and their perceived self-efficacy. As qualitative and quantitative research approaches were employed during data collection procedure, mixed methodology was adopted in this study. In the study, one of…

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,…

Side Effects in Time Discounting Procedures: Fixed Alternatives Become the Reference Point

PubMed Central

2016-01-01

Typical research on intertemporal choice utilizes a two-alternative forced choice (2AFC) paradigm requiring participants to choose between a smaller sooner and larger later payoff. In the adjusting-amount procedure (AAP) one of the alternatives is fixed and the other is adjusted according to particular choices made by the participant. Such a method makes the alternatives unequal in status and is speculated to make the fixed alternative a reference point for choices, thereby affecting the decision made. The current study shows that fixing different alternatives in the AAP influences discount rates in intertemporal choices. Specifically, individuals’ (N = 283) choices were affected to just the same extent by merely fixing an alternative as when choices were preceded by scenarios explicitly imposing reference points. PMID:27768759

Key Issue: Increasing Teacher Retention to Facilitate the Equitable Distribution of Effective Teachers

ERIC Educational Resources Information Center

Lasagna, Molly

2009-01-01

The term "teacher retention" refers to the ability to keep teachers on the job. In other words, it is the ability to reduce or eliminate teacher turnover. "Turnover" refers to the migration of teachers between schools or districts "and" the attrition of teachers from the profession (Ingersoll & Perda, 2009). From the perspective of a principal,…

An Exploration of Differences in Cultural Values in Teacher Education Pedagogy: Chinese English Language Teacher Trainees' Perceptions of Effective Teaching Practice Review

ERIC Educational Resources Information Center

Skinner, Barbara; Abbott, Lesley

2013-01-01

This study reports the impact of different cultural values on the teacher education of Chinese teacher trainees. By examining their perceptions of the effectiveness of teaching practice feedback, the study uses Hofstede's dimension of "individualism" (IDV) to explore the "culture bumps" which may occur between teacher educators…

Effective Strategies to Enhance and Maintain University English Teacher Motivation in Japan

ERIC Educational Resources Information Center

Harada, Rie

2017-01-01

This paper provides findings on a study which explored effective teacher motivation management strategies current university non-native EFL teachers in Japan utilize in their course of career. Teachers who have higher motivation can devote their lives more to give a lot to the learners and be productive on the education. Therefore, teacher…

Exploring Gender Roles' Effects of Turkish Women Teachers on Their Teaching Practices

ERIC Educational Resources Information Center

Sari, Mediha

2012-01-01

The purpose of this study is to investigate how gender roles of women teachers affect their practices in the classrooms. Participants in the study were 75 female teachers working in elementary schools in Adana, Turkey. Findings indicated that gender roles of women teachers have important effects on their educational practices. Women teachers…

The Effect of Feedback on Instructional Behaviours of Pre-Service Teacher Education

ERIC Educational Resources Information Center

Gürkan, Serkan

2018-01-01

Teacher training programs have a pivotal role in sophisticated Turkish education system. In order to reach high standards in teacher training, trainers should encourage and supervise pre-service teachers to use effective teaching skills and strategies. To ensure that providing feedback is regarded to be a widely accepted way for maximizing the use…

Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

ERIC Educational Resources Information Center

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

2016-01-01

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

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.

Teachers as Bystanders: The Effect of Teachers' Perceptions on Reporting Bullying Behavior

ERIC Educational Resources Information Center

Uale, Beth P.

2010-01-01

This paper examines the role of educators as it relates to the reporting process of bullying incidents. Since bullying behaviors have negative effects on student health and educators have regular contact with students, this study looks at teacher perceptions of bullying behaviors and how these perceptions influence the reporting process. Using the…

Revisiting Fixed- and Random-Effects Models: Some Considerations for Policy-Relevant Education Research

ERIC Educational Resources Information Center

Clarke, Paul; Crawford, Claire; Steele, Fiona; Vignoles, Anna

2015-01-01

The use of fixed (FE) and random effects (RE) in two-level hierarchical linear regression is discussed in the context of education research. We compare the robustness of FE models with the modelling flexibility and potential efficiency of those from RE models. We argue that the two should be seen as complementary approaches. We then compare both…

Effect of the Emotional Freedom Technique (EFT) on Teacher Burnout

ERIC Educational Resources Information Center

Reynolds, Ann E.

2010-01-01

Teaching is a stressful profession. Often teachers experience burnout and become emotionally and physically spent early in their careers. The level of burnout among teachers in the field of education is having a negative impact on retention, recruitment, and student achievement. The purpose of this study was to examine the effectiveness of…

Private Schooling Promotes Political and Economic Freedom? An International Fixed Effects Instrumental Variables Analysis

ERIC Educational Resources Information Center

DeAngelis, Corey A.; Shakeel, M. Danish

2018-01-01

Specialised learning environments provided through private schooling may increase educational quality, which may increase the likelihood that citizens will pursue human rights through civic engagement. We employed 2-stage least squares year and country-level fixed effects and examined how private schooling could affect political rights, civil…

A Model for Teacher Effects from Longitudinal Data without Assuming Vertical Scaling

ERIC Educational Resources Information Center

Mariano, Louis T.; McCaffrey, Daniel F.; Lockwood, J. R.

2010-01-01

There is an increasing interest in using longitudinal measures of student achievement to estimate individual teacher effects. Current multivariate models assume each teacher has a single effect on student outcomes that persists undiminished to all future test administrations (complete persistence [CP]) or can diminish with time but remains…

Teacher Effectiveness Research. Part II: Special Topics. Bibliographies in Education No. 78.

ERIC Educational Resources Information Center

Gilliss, Geraldine; Moll, Marita

This 723-item bibliography lists materials on teacher effectiveness research published from 1978 to early 1984. Reference to some earlier works of significance is also included. Teacher effectiveness research is here defined to include principally studies conducted in the presage-context-process-product tradition in an attempt to determine…

Implications for Teacher Effectiveness Research in Deaf Education from the Cognitive Paradigm.

ERIC Educational Resources Information Center

Mertens, Donna M.

The paper identifies a paradigm shift in research on teaching effectiveness from the process-product approach to explanations from cognitive psychology related to mediating variables which intervene between teacher behavior and pupil performance. Implications of this paradigm shift for research on the effectiveness of teachers of deaf students are…

Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education)

ERIC Educational Resources Information Center

Miller, Andrew Frederic

2017-01-01

Beginning in 2000, a number of new graduate schools of education (nGSEs) have been established in the U.S. in response to increasing calls for more effective teachers. Among these are programs affiliated with "No Excuses"-style charter schools, which are focused on closing the achievement gap in urban K-12 schools. Teacher education…

Cross-Cultural Study on the Effect of Space and Teacher Controlling Behavior.

ERIC Educational Resources Information Center

Perry, Gail

The purpose of this study was to determine the effect classroom space had on teacher behavior. It was hypothesized that Head Start teachers in classrooms with inadequate space (less than 30 square feet per child) would exhibit more controlling behavior toward children than would Head Start teachers in classrooms with an adequate amount of space…

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

NASA Astrophysics Data System (ADS)

Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

Does grandchild care influence grandparents' self-rated health? Evidence from a fixed effects approach.

PubMed

Ates, Merih

2017-10-01

The present study aims to identify, whether and how supplementary grandchild care is causally related to grandparents' self-rated health (SRH). Based on longitudinal data drawn from the German Aging Survey (DEAS; 2008-2014), I compare the results of pooled OLS, pooled OLS with lagged dependant variables (POLS-LD), random and fixed effects (RE, FE) panel regression. The results show that there is a positive but small association between supplementary grandchild care and SRH in POLS, POLS-LD, and RE models. However, the fixed effects model shows that the intrapersonal change in grandchild care does not cause a change in grandparents' SRH. The FE findings indicate that supplementary grandchild care in Germany does not have a causal impact on grandparents' SRH, suggesting that models with between-variation components overestimate the influence of grandchild care on grandparents' health because they do not control for unobserved (time-constant) heterogeneity. Copyright © 2017 Elsevier Ltd. All rights reserved.

Beneficial effects of aluminum enrichment on nitrogen-fixing cyanobacteria in the South China Sea.

PubMed

Liu, Jiaxing; Zhou, Linbin; Ke, Zhixin; Li, Gang; Shi, Rongjun; Tan, Yehui

2018-04-01

Few studies focus on the effects of aluminum (Al) on marine nitrogen-fixing cyanobacteria, which play important roles in the ocean nitrogen cycling. To examine the effects of Al on the nitrogen-fixing cyanobacteria, bioassay experiments in the oligotrophic South China Sea (SCS) and culture of Crocosphaera watsonii in the laboratory were conducted. Field data showed that 200 nM Al stimulated the growth and the nitrogenase gene expression of Trichodesmium and unicellular diazotrophic cyanobacterium group A, and the nitrogen fixation rates of the whole community. Laboratory experiments demonstrated that Al stimulated the growth and nitrogen fixation of C. watsonii under phosphorus limited conditions. Both field and laboratory results indicated that Al could stimulate the growth of diazotrophs and nitrogen fixation in oligotrophic oceans such as the SCS, which is likely related to the utilization of phosphorus, implying that Al plays an important role in the ocean nitrogen and carbon cycles by influencing nitrogen fixation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Effects of team-based learning on fixed prosthodontic education in a Japanese School of Dentistry.

PubMed

Takeuchi, Hisahiro; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Koori, Motoharu; Shigemoto, Shuji; Ueda, Mayu; Nishigawa, Keisuke; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2015-04-01

The aims of this study were to evaluate the quality of team-based learning (TBL) in prosthodontics education for fourth-year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture-based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL-style fixed prosthodontics course. Ten 60-minute classes were held. The first three were traditional lecture-style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL-format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term-end examination. The questionnaire revealed high student approval for TBL-style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term-end examination, there were significantly higher scores on the questions that covered TBL-taught material than those covering traditional lecture-taught topics. The results of this study suggest that TBL-style lecture was more effective than traditional-style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture-based teaching.

Characteristics of Highly Effective Cooperating Teachers: A Study of Their Backgrounds and Preparation

ERIC Educational Resources Information Center

Killian, Joyce E.; Wilkins, Elizabeth A.

2009-01-01

This study used interviews and other artifacts collected during student teaching as the basis for rating 13 elementary cooperating teachers on their supervisory effectiveness. Once highly effective cooperating teachers were differentiated from their less effective peers, researchers used ex post facto methods to identify background and…

It's Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness

ERIC Educational Resources Information Center

Chingos, Matthew M.; Peterson, Paul E.

2011-01-01

Neither holding a college major in education nor acquiring a master's degree is correlated with elementary and middle school teaching effectiveness, regardless of the university at which the degree was earned. Teachers generally do become more effective with a few years of teaching experience, but we also find evidence that teachers may become…

Effect of vegetation types on soil arbuscular mycorrhizal fungi and nitrogen-fixing bacterial communities in a karst region.

PubMed

Liang, Yueming; Pan, Fujing; He, Xunyang; Chen, Xiangbi; Su, Yirong

2016-09-01

Arbuscular mycorrhizal (AM) fungi and nitrogen-fixing bacteria play important roles in plant growth and recovery in degraded ecosystems. The desertification in karst regions has become more severe in recent decades. Evaluation of the fungal and bacterial diversity of such regions during vegetation restoration is required for effective protection and restoration in these regions. Therefore, we analyzed relationships among AM fungi and nitrogen-fixing bacteria abundances, plant species diversity, and soil properties in four typical ecosystems of vegetation restoration (tussock (TK), shrub (SB), secondary forest (SF), and primary forest (PF)) in a karst region of southwest China. Abundance of AM fungi and nitrogen-fixing bacteria, plant species diversity, and soil nutrient levels increased from the tussock to the primary forest. The AM fungus, nitrogen-fixing bacterium, and plant community composition differed significantly between vegetation types (p < 0.05). Plant richness and pH were linked to the community composition of fungi and nitrogen-fixing bacteria, respectively. Available phosphorus, total nitrogen, and soil organic carbon levels and plant richness were positively correlated with the abundance of AM fungi and nitrogen-fixing bacteria (p < 0.05). The results suggested that abundance of AM fungi and nitrogen-fixing bacteria increased from the tussock to the primary forest and highlight the essentiality of these communities for vegetation restoration.

Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

ERIC Educational Resources Information Center

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

2017-01-01

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

Effects of Cocaine on Performance under Fixed-Interval Schedules with a Small Tandem Ratio Requirement

ERIC Educational Resources Information Center

Pinkston, Jonathan W.; Branch, Marc N.

2004-01-01

Daily administration of cocaine often results in the development of tolerance to its effects on responding maintained by fixed-ratio schedules. Such effects have been observed to be greater when the ratio value is small, whereas less or no tolerance has been observed at large ratio values. Similar schedule-parameter-dependent tolerance, however,…

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Second Edition

ERIC Educational Resources Information Center

Weisberg, Daniel; Sexton, Susan; Mulhern, Jennifer; Keeling, David; Schunck, Joan; Palcisco, Ann; Morgan, Kelli

2009-01-01

This report examines the pervasive and longstanding failure to recognize and respond to variations in the effectiveness of teachers. At the heart of the matter are teacher evaluation systems, which in theory should serve as the primary mechanism for assessing such variations, but in practice tell everyone little about how one teacher differs from…

Visual Cues, Student Sex, Material Taught, and the Magnitude of Teacher Expectancy Effects.

ERIC Educational Resources Information Center

Badini, Aldo A.; Rosenthal, Robert

1989-01-01

Conducts an experiment on teacher expectancy effects to investigate the simultaneous effects of student gender, communication channel, and type of material taught (vocabulary and reasoning). Finds that the magnitude of teacher expectation effects was greater when students had access to visual cues, especially when the students were female. (MS)

Insights on How to Shape Teacher Learning Policy: The Role of Teacher Content Knowledge in Explaining Differential Effects of Professional Development

ERIC Educational Resources Information Center

Covay Minor, Elizabeth; Desimone, Laura; Caines Lee, Jade; Hochberg, Eric D.

2016-01-01

In the US, many federal, state and local school improvement policies rely on teacher professional development (PD) to foster classroom change. Past research suggests PD that has a content focus is the most effective, but that even content-focused PD varies in its effectiveness. Through in-depth interviews of teachers participating in a middle…

Mentoring Teachers in Systematic Phonics Instruction: Effectiveness of an Intensive Year-Long Program for Kindergarten through 3rd Grade Teachers and Their Students

ERIC Educational Resources Information Center

Ehri, Linnea C.; Flugman, Bert

2018-01-01

Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers' knowledge and effectiveness in teaching phonics and the extent that it improved students' achievement in reading…

Teacher Leadership: Teacher Self-Assessment Tool

ERIC Educational Resources Information Center

American Institutes for Research, 2017

2017-01-01

As interest in teacher leadership has grown, many leading organizations have developed tools and guidance to support schools, districts, and teacher leaders themselves. In collaboration and consultation with the Regional Educational Laboratory (REL) Midwest Educator Effectiveness Research Alliance, REL Midwest and the Center on Great Teachers and…

Effects of Humor on Teacher Stress, Affect, and Job Satisfaction

ERIC Educational Resources Information Center

Shirley, Jacqueline Dena

2013-01-01

Teachers are at high risk for stress, negative emotion, and job dissatisfaction, which has been linked with health problems and early attrition. Humor has been found to relieve various forms of stress. However, there is a gap in the literature regarding humor effects on teacher stress and its related consequences. The purpose of this quantitative,…

The effects of geography on domestic fixed and broadcasting satellite systems in ITU Region 2

NASA Technical Reports Server (NTRS)

Sawitz, P. H.

1980-01-01

The paper discusses the effects of geography on service arcs and on the various techniques used to achieve frequency reuse and applies the results to the domestic fixed and broadcasting satellite systems of International Telecommunication Union (ITU) Region 2. The effects of an arc latitude, size, and shape are considered. Earth-station and satellite antenna discrimination is outlined.

Initial Science Teacher Education in Portugal: The Thoughts of Teacher Educators About the Effects of the Bologna Process

NASA Astrophysics Data System (ADS)

Leite, Laurinda; Dourado, Luís; Morgado, Sofia

2016-12-01

Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a two-stage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th-9th grades) and high school (10th-12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre- and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be necessary conditions for overcoming the challenges that teacher education is still facing in Portugal and worldwide.

Fixed or adapted conditioning intensity for repeated conditioned pain modulation.

PubMed

Hoegh, M; Petersen, K K; Graven-Nielsen, T

2017-12-29

Aims Conditioned pain modulation (CPM) is used to assess descending pain modulation through a test stimulation (TS) and a conditioning stimulation (CS). Due to potential carry-over effects, sequential CPM paradigms might alter the intensity of the CS, which potentially can alter the CPM-effect. This study aimed to investigate the difference between a fixed and adaptive CS intensity on CPM-effect. Methods On the dominant leg of 20 healthy subjects the cuff pressure detection threshold (PDT) was recorded as TS and the pain tolerance threshold (PTT) was assessed on the non-dominant leg for estimating the CS. The difference in PDT before and during CS defined the CPM-effect. The CPM-effect was assessed four times using a CS with intensities of 70% of baseline PTT (fixed) or 70% of PTT measured throughout the session (adaptive). Pain intensity of the conditioning stimulus was assessed on a numeric rating scale (NRS). Data were analyzed with repeated-measures ANOVA. Results No difference was found comparing the four PDTs assessed before CSs for the fixed and the adaptive paradigms. The CS pressure intensity for the adaptive paradigm was increasing during the four repeated assessments (P < 0.01). The pain intensity was similar during the fixed (NRS: 5.8±0.5) and the adjusted paradigm (NRS: 6.0±0.4). The CPM-effect was higher using the fixed condition compared with the adaptive condition (P < 0.05). Conclusions The current study found that sequential CPM paradigms using a fixed conditioning stimulus produced an increased CPM-effect compared with adaptive and increasing conditioning intensities.

The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

ERIC Educational Resources Information Center

Zhou, Jiangyuan

2012-01-01

Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

Does Teaching Practice Effectively Prepare Student-Teachers to Teach Creative and Performing Arts? The Case of Botswana

ERIC Educational Resources Information Center

Mannathoko, Magdeline C.

2013-01-01

Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student-teachers in practical subjects…

Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues. CEPA Working Paper No. 15-20

ERIC Educational Resources Information Center

Sun, Min; Loeb, Susanna; Grissom, Jason

2015-01-01

Student peer effects are well documented. We know far less, however, about peer effects among teachers. We hypothesize that a relatively effective teacher may positively affect the performance of their peers, while a relatively ineffective teacher may negatively impact the performance of other teachers with whom they work closely. Utilizing a…

Navy Shipbuilding: Need to Document Rationale for the Use of Fixed-Price Incentive Contracts and Study Effectiveness of Added Incentives

DTIC Science & Technology

2017-03-01

NAVY SHIPBUILDING Need to Document Rationale for the Use of Fixed-Price Incentive Contracts and Study Effectiveness of Added...Use of Fixed-Price Incentive Contracts and Study Effectiveness of Added Incentives What GAO Found Over 80 percent of the Navy’s shipbuilding...mackinm@gao.gov. Why GAO Did This Study DOD encourages the use of FPI contracts because they allow for equitable sharing of costs savings and risk

Primary Student-Teachers' Conceptual Understanding of the Greenhouse Effect: A mixed method study

NASA Astrophysics Data System (ADS)

Ratinen, Ilkka Johannes

2013-04-01

The greenhouse effect is a reasonably complex scientific phenomenon which can be used as a model to examine students' conceptual understanding in science. Primary student-teachers' understanding of global environmental problems, such as climate change and ozone depletion, indicates that they have many misconceptions. The present mixed method study examines Finnish primary student-teachers' understanding of the greenhouse effect based on the results obtained via open-ended and closed-form questionnaires. The open-ended questionnaire considers primary student-teachers' spontaneous ideas about the greenhouse effect depicted by concept maps. The present study also uses statistical analysis to reveal respondents' conceptualization of the greenhouse effect. The concept maps and statistical analysis reveal that the primary student-teachers' factual knowledge and their conceptual understanding of the greenhouse effect are incomplete and even misleading. In the light of the results of the present study, proposals for modifying the instruction of climate change in science, especially in geography, are presented.

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

ERIC Educational Resources Information Center

Skourdoumbis, Andrew

2017-01-01

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

Teacher-Reported Effects of the Playing-2-Gether Intervention on Child Externalising Problem Behaviour

ERIC Educational Resources Information Center

Vancraeyveldt, Caroline; Verschueren, Karine; Van Craeyevelt, Sanne; Wouters, Sofie; Colpin, Hilde

2015-01-01

This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher-child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher-child dyads…

Effect of Leadership Experience on Agricultural Education Student Teacher Self-Efficacy in Classroom Management

ERIC Educational Resources Information Center

Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.

2009-01-01

Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…

Teacher-Child Relationships: Contribution of Teacher and Child Characteristics

ERIC Educational Resources Information Center

Choi, Ji Young; Dobbs-Oates, Jennifer

2016-01-01

This study investigates potential predictors of teacher-child relationships (i.e., closeness and conflict) focusing on child gender, teacher-child ethnicity match, and teacher education. Additionally, the study explores the possible moderation effect of teacher education on the associations between teacher-child relationships and child gender or…

The Effects of a Teaching Methods Course on Early Childhood Preservice Teachers' Beliefs

ERIC Educational Resources Information Center

Isikoglu, Nesrin

2008-01-01

This study examines the effectiveness of an educational methods course for changing early childhood preservice teachers' instructional beliefs. The teaching methods course emphasized constructivist teaching principles. Seventy-eight of the early childhood education preservice teachers who were enrolled in this course filled out the Teacher Belief…

Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices

ERIC Educational Resources Information Center

Snyder, Patricia; Hemmeter, Mary Louise; McLean, Mary; Sandall, Susan; McLaughlin, Tara; Algina, James

2018-01-01

We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three…

Effective Communication between Preservice and Cooperating Teachers

ERIC Educational Resources Information Center

Lawley, Ji Ji; Moore, Jenifer; Smajic, Almir

2014-01-01

This article reviews research on communication between preservice and cooperating teachers during a teacher internship. The research reveals that poor communication between preservice teachers and cooperating teachers can cause barriers to planning lessons, feedback, and teaching experiences. Additionally, research indicates that…

The effects of fixed and removable face masks on maxillary deficiencies in growing patients.

PubMed

Jamilian, Abdolreza; Showkatbakhsh, Rahman; Taban, Tannaz

2012-01-01

To compare the effects of two different types of face masks in the treatment of Class III malocclusions with maxillary deficiency in growing patients. Forty-three patients (21 boys and 22 girls) with maxillary deficiencies were selected. Twenty-one patients (10 boys and 11 girls) with a mean age of 8.9 ± 1.4 years were treated with maxillary removable appliances and face masks. Twenty-two patients (10 boys and 12 girls) with a mean age of 9.3 ± 1.2 years were treated with maxillary fixed appliances and face masks. Lateral cephalograms obtained at the beginning and end of the study were analyzed. Paired t tests and Wilcoxon tests showed that SNA and ANB significantly increased in both groups. The Mann-Whitney test showed that there were no statistically significant differences between the two groups except for U1-SN, which increased by 6.2 ± 7.1 degrees in the removable face mask group and 11.1 ± 6.9 degrees in the fixed face mask group (P < .02). Both treatment modalities were successful in moving the maxilla forward. However, the maxillary incisors had more labial inclination in the fixed appliance group.

Teacher Effectiveness as Correlate of Students' Cognitive Achievement at Upper Basic Education in Basic Technology

ERIC Educational Resources Information Center

Owoh, Titus M.

2016-01-01

This study sought to find out the relationship between students perception of their teacher effectiveness and academic achievement in Basic Technology. Teacher's personality, teaching techniques/classroom management strategy and appearance, all integrate to make for teacher effectiveness. To carry out this research, two research questions and one…

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

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

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

Effective Schools: Teacher Hiring, Assignment, Development, and Retention

ERIC Educational Resources Information Center

Loeb, Susanna; Kalogrides, Demetra; Beteille, Tara

2012-01-01

The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key…

Social-Emotional Effects of Early Childhood Education Programs in Tulsa

ERIC Educational Resources Information Center

Gormley, William T., Jr.; Phillips, Deborah A.; Newmark, Katie; Welti, Kate; Adelstein, Shirley

2011-01-01

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832…

Pre-Service Teachers' Mindset Beliefs about Student Ability

ERIC Educational Resources Information Center

Gutshall, C. Anne

2014-01-01

Introduction: We all have beliefs about our ability or intelligence. The extent to which we believe ability is malleable (growth) or stable (fixed) is commonly referred to as our mindset. This research is designed to explore pre-service teachers' mindset beliefs as well as their beliefs when applied to hypothetical student scenarios. Method:…

The Effect of Terrorist Incidents on the Occupational Attitude of Teachers

ERIC Educational Resources Information Center

Üstün, Ahmet

2016-01-01

This study examined how many terrorist incidents affected the teachers' occupational attitude by the variables of gender, marital status, birthplace, the term of employment and occupational status with "the effect of terrorist incidents on the occupational attitude of the teacher" scale. In this study, "descriptive scanning…

Applying Effective Instruction Research Findings in Teacher Education: Six Influencing Factors.

ERIC Educational Resources Information Center

Gee, Elsie W.

This preliminary report provides an overview of the Applying Research to Teacher Education (ARTE) Research Utilization in Elementary Teacher Education (RUETE) study which began in 1982 and will continue through 1985. ARTE: RUETE explores specific processes for incorporating recent research findings of effective instruction into preservice…

Examining the Effect of Teacher Guidance on Collaborative Argumentation in Middle Level Classrooms

ERIC Educational Resources Information Center

Hsu, Pi-Sui; Van Dyke, Margot; Chen, Yan

2015-01-01

The purpose of this study was to investigate the effect of teacher guidance on the quality of collaborative argumentation in middle level classrooms. Each of six science classes was randomly assigned to either the intervention (teacher guidance) or control condition (minimal teacher guidance). The verbal collaborative argumentation that occurred…

The Nature of Workplace Bullying Experienced by Teachers and the Biopsychosocial Health Effects

ERIC Educational Resources Information Center

De Vos, J.; Kirsten, G. J. C.

2015-01-01

This article reports on the nature of workplace bullying experienced by teachers in South African schools and the biopsychosocial health effects that may arise from such victimisation. Voluntary victimised teachers who wanted to share their experiences were sampled using a lifestyle magazine and online articles. Twenty-seven teachers participated…

The cost-effectiveness of NBPTS teacher certification.

PubMed

Yeh, Stuart S

2010-06-01

A cost-effectiveness analysis of the National Board for Professional Teaching Standards (NBPTS) program suggests that Board certification is less cost-effective than a range of alternative approaches for raising student achievement, including comprehensive school reform, class size reduction, a 10% increase in per pupil expenditure, the use of value-added statistical methods to identify effective teachers, and the implementation of systems where student performance in math and reading is rapidly assessed 2-5 times per week. The most cost-effective approach, rapid assessment, is three magnitudes as cost-effective as Board certification.

When Mothers Become Teachers: Effects of the Mothering Experience on Prospective Teachers.

ERIC Educational Resources Information Center

MacDonald, Judith B.

This study identified how mothering knowledge influenced students' development in becoming teachers and explored how becoming a student and prospective teacher affected students' perspectives as parents. Participants were preservice teachers who were also mothers. All participants were undergraduate and graduate students in a New Jersey teacher…

Does work-to-family conflict really matter for health? Cross-sectional, prospective cohort and fixed-effects analyses.

PubMed

Oshio, Takashi; Inoue, Akiomi; Tsutsumi, Akizumi

2017-02-01

It is well known that work-to-family conflict (WFC) is negatively associated with employees' health outcomes, including mental health and health behavior. However, the associations may be overstated because of insufficient control for unobserved individual attributes. To address this possibility, we compared the associations between WFC and health observed from a cross-sectional, prospective cohort and from fixed-effects regression models. We analyzed data from a Japanese occupational cohort survey of 15,102 observations from 7551 individuals (5947 men and 1604 women), which were collected in two waves with a one-year interval. We constructed a binary variable of high WFC and considered psychological distress measured using the Kessler 6 (K6) score, job and life dissatisfaction, and five types of health behavior (current smoking, problem drinking, leisure-time physical inactivity, sickness absence, and refraining from medical care). Results showed that for men, a high WFC increased the probability of reporting psychological distress (K6 score ≥ 5); this increased by 12.4% in a fixed-effects model. The association was substantially limited, as compared to the increase of 30.9% and 23.2% observed in cross-sectional and prospective cohort models, respectively; however, the association remained significant. Similar patterns were observed for job and life dissatisfaction. In contrast, the associations of WFC with all five types of health behavior were non-significant after controlling for fixed effects. We obtained generally similar results for women and found no substantial gender difference in the fixed-effects models. We concluded that the associations of WFC with employees' mental health and subjective well-being were robust, whereas the association between WFC and health behavior was generally limited. Copyright © 2016 Elsevier Ltd. All rights reserved.

From professional development for science teachers to student learning in science

NASA Astrophysics Data System (ADS)

Tinoca, Luis Fonseca

This study investigates the effects of professional development for science teachers on student learning. It is usually expected that professional development programs positively impact student learning, however this dimension is not commonly incorporated in the programs evaluation. It is simply assumed that students will be indirectly impacted through their participating teachers in the work with their students. Two main research questions are addressed: (1) Are professional development programs effective in enhancing student learning in science? (2) What are the characteristics of the most and least effective programs? To answer these questions a meta-analysis of 37 professional development programs reporting their impact on student learning was performed. Program characteristics have been defined according to the categories defined by Loucks-Horsley et al (1998), the National Science Education Standards (NRC, 1996), as well as new categories developed by us analyzing other variables such as the programs length. A significant impact of professional development for science teachers on student learning has been found in the form of an overall correlation effect size of r = 0.22 (p < 0.001). Moreover, a Fixed Effects Model was used to differentiate between the impacts of the different characteristics of professional development programs for science teachers. In particular, programs emphasizing work on curriculum development, replacement, or implementation, scientific inquiry, pedagogical content knowledge, lasting over 6 month and with a total duration of at least 100 hours have been identified as having a larger impact on student learning. To enhance the findings vignettes have been developed based on the attained effect sizes describing possible professional development programs. Recommendations for present and future professional development programs are made based on what works best in order to maximize their impact on student learning.

Handbook for Qualities of Effective Teachers

ERIC Educational Resources Information Center

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

2004-01-01

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

Getting It in Writing: The Quest to Become Outstanding and Effective Teachers of Writing

ERIC Educational Resources Information Center

Stankevich, Deborah M., Ed.

2011-01-01

Sixteen teachers. Sixteen journeys. All on a quest to become outstanding teachers of writing. All taking different paths to acquire and hone those skills that make a teacher effective. From kindergarten to college, teachers are faced with the daunting task of instilling the art of writing in their students. From creative writing to research, the…

Opinions of Class and Subject Matter Teachers and Candidate Teachers on the Effectiveness of Creative Drama in Teaching Activities

ERIC Educational Resources Information Center

Epcacan, Cevdet

2013-01-01

The objective of this research is to establish the opinions of teachers and candidate teachers on the effect of creative drama. Descriptive research method is used in line with the objective of the research. Questionnaire is used for collecting data for the research. Questionnaire was prepared by the researcher. For the reliability of the…

Role Stress, Coping Effectiveness and Health Concerns of Physical Education Teachers.

ERIC Educational Resources Information Center

Haney, Colleen J.; Long, Bonita C.

1989-01-01

The relationship of role conflict, role ambiguity, role overload, and perceived coping effectiveness to health concerns was studied for 70 elementary and secondary school physical education teachers and 70 other teachers through a survey questionnaire. Multiple regression analyses indicated that role overload was the best predictor of perceived…

A Meta-Analysis: Exploring the Effects of Gender on Organisational Commitment of Teachers

ERIC Educational Resources Information Center

Dalgiç, Gülay

2014-01-01

The consequences of organisational commitment (OC) are of great importance to organisations. Considering the effect of teacher commitment on student success and the increasing teacher turnover rates in the world, studies focusing on the organisational commitment of teachers gained more importance. However there is still a significant gap about the…

Teachers' Mindsets for Students with and without Disabilities

ERIC Educational Resources Information Center

Gutshall, C. Anne

2013-01-01

Research suggests beliefs about the stability of ability can be dichotomized into two mindsets: fixed and growth (Dweck, C., 1999). Teachers' (n = 238) beliefs regarding the stability of ability (mindset) and the stability of ability for 4 hypothetical students scenarios (mindset for scenarios) were measured. Mindset scores were related to…

Stakeholders' Perceptions of Effective EFL Teachers

ERIC Educational Resources Information Center

Kwangsawad, Thooptong

2017-01-01

Teacher preparation is important as the component of teachers' ongoing learning and development. Well-designed teacher preparation can also be a powerful vehicle for preparing the next generation of teachers to implement new curriculum and innovative teaching methods. The rationale for this quantitative study was to explore stakeholders'…

Adhesives for fixed orthodontic bands.

PubMed

Millett, Declan T; Glenny, Anne-Marie; Mattick, Rye Cr; Hickman, Joy; Mandall, Nicky A

2016-10-25

Orthodontic treatment involves using fixed or removable appliances (dental braces) to correct the positions of teeth. It has been shown that the quality of treatment result obtained with fixed appliances is much better than with removable appliances. Fixed appliances are, therefore, favoured by most orthodontists for treatment. The success of a fixed orthodontic appliance depends on the metal attachments (brackets and bands) being attached securely to the teeth so that they do not become loose during treatment. Brackets are usually attached to the front and side teeth, whereas bands (metal rings that go round the teeth) are more commonly used on the back teeth (molars). A number of adhesives are available to attach bands to teeth and it is important to understand which group of adhesives bond most reliably, as well as reducing or preventing dental decay during the treatment period. To evaluate the effectiveness of the adhesives used to attach bands to teeth during fixed appliance treatment, in terms of:(1) how often the bands come off during treatment; and(2) whether they protect the banded teeth against decay during fixed appliance treatment. The following electronic databases were searched: Cochrane Oral Health's Trials Register (searched 2 June 2016), Cochrane Central Register of Controlled Trials (CENTRAL; 2016, Issue 5) in the Cochrane Library (searched 2 June 2016), MEDLINE Ovid (1946 to 2 June 2016) and EMBASE Ovid (1980 to 2 June 2016). We searched ClinicalTrials.gov and the World Health Organization International Clinical Trials Registry Platform for ongoing trials. No restrictions were placed on the language or date of publication when searching the electronic databases. Randomised and controlled clinical trials (RCTs and CCTs) (including split-mouth studies) of adhesives used to attach orthodontic bands to molar teeth were selected. Patients with full arch fixed orthodontic appliance(s) who had bands attached to molars were included. All review authors

Elementary Teachers' Perceptions of Elementary Principals' Effectiveness

ERIC Educational Resources Information Center

Fridenvalds, Kriss R.

2012-01-01

This dissertation examined the beliefs of elementary teachers to determine if their perceptions of effective principal leadership align to transformational leadership theory vis-a-vis the Educational Leadership Policy Standards (ELPS). A phenomenological, single-case study approach was utilized by means of a mixed-methodological, Web-based survey,…

Effects of fixed or self-titrated dosages of Sativex on cannabis withdrawal and cravings

PubMed Central

Trigo, Jose M.; Lagzdins, Dina; Rehm, Jürgen; Selby, Peter; Gamaleddin, Islam; Fischer, Benedikt; Barnes, Allan J.; Huestis, Marilyn A.; Le Foll, Bernard

2016-01-01

Background There is currently no pharmacological treatment approved for cannabis dependence. In this proof of concept study, we assessed the feasibility/effects of fixed and self-titrated dosages of Sativex (1:1, Δ9-tetrahydrocannabinol (THC)/cannabidiol (CBD)) on craving and withdrawal from cannabis among nine community-recruited cannabis-dependent subjects. Methods Participants underwent an 8-week double-blind placebo-controlled trial (an ABACADAE design), with four smoke as usual conditions (SAU) (A) separated by four cannabis abstinence conditions (B–E), with administration of either self-titrated/fixed doses of placebo or Sativex (up to 108 mg THC/100 mg CBD). The order of medication administration during abstinence conditions was randomized and counterbalanced. Withdrawal symptoms and craving were assessed using the Cannabis Withdrawal Scale (CWS), Marijuana Withdrawal Checklist (MWC) and Marijuana Craving Questionnaire (MCQ). Medication use was assessed during the study by means of self-reports, vial weight control, toxicology and metabolite analysis. Cannabis use was assessed by means of self-reports. Results High fixed doses of Sativex were well tolerated and significantly reduced cannabis withdrawal during abstinence, but not craving, as compared to placebo. Self-titrated doses were lower and showed limited efficacy as compared to high fixed doses. Participants reported a significantly lower “high” following Sativex or placebo as compared to SAU conditions. Cannabis/medication use along the study, as per self-reports, suggests compliance with the study conditions. Conclusions The results found in this proof of concept study warrant further systematic exploration of Sativex as a treatment option for cannabis withdrawal and dependence. PMID:26925704

Effects of fixed or self-titrated dosages of Sativex on cannabis withdrawal and cravings.

PubMed

Trigo, Jose M; Lagzdins, Dina; Rehm, Jürgen; Selby, Peter; Gamaleddin, Islam; Fischer, Benedikt; Barnes, Allan J; Huestis, Marilyn A; Le Foll, Bernard

2016-04-01

There is currently no pharmacological treatment approved for cannabis dependence. In this proof of concept study, we assessed the feasibility/effects of fixed and self-titrated dosages of Sativex (1:1, Δ(9)-tetrahydrocannabinol (THC)/cannabidiol (CBD)) on craving and withdrawal from cannabis among nine community-recruited cannabis-dependent subjects. Participants underwent an 8-week double-blind placebo-controlled trial (an ABACADAE design), with four smoke as usual conditions (SAU) (A) separated by four cannabis abstinence conditions (B-E), with administration of either self-titrated/fixed doses of placebo or Sativex (up to 108 mg THC/100 mg CBD). The order of medication administration during abstinence conditions was randomized and counterbalanced. Withdrawal symptoms and craving were assessed using the Cannabis Withdrawal Scale (CWS), Marijuana Withdrawal Checklist (MWC) and Marijuana Craving Questionnaire (MCQ). Medication use was assessed during the study by means of self-reports, vial weight control, toxicology and metabolite analysis. Cannabis use was assessed by means of self-reports. High fixed doses of Sativex were well tolerated and significantly reduced cannabis withdrawal during abstinence, but not craving, as compared to placebo. Self-titrated doses were lower and showed limited efficacy as compared to high fixed doses. Participants reported a significantly lower "high" following Sativex or placebo as compared to SAU conditions. Cannabis/medication use along the study, as per self-reports, suggests compliance with the study conditions. The results found in this proof of concept study warrant further systematic exploration of Sativex as a treatment option for cannabis withdrawal and dependence. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Estonian Preschool Teachers' Views on Learning in Preschool

ERIC Educational Resources Information Center

Ugaste, Aino; Tuul, Maire; Niglas, Katrin; Neudorf, Evelyn

2014-01-01

As in many Western countries, children's learning in the curriculum of Estonian Early Childhood Education is seen as a lifelong process, wherein the teacher is primarily a guide to children's active learning. Thus, a child-centred approach to learning is valued in the national curriculum, but our interest was whether this approach is fixed in the…

Helping Elementary Preservice Teachers Learn to Use Curriculum Materials for Effective Science Teaching

ERIC Educational Resources Information Center

Schwarz, Christina V.; Gunckel, Kristin L.; Smith, Ed L.; Covitt, Beth A.; Bae, Minjung; Enfield, Mark; Tsurusaki, Blakely K.

2008-01-01

Curriculum analysis, modification, and enactment are core components of teacher practice. Beginning teachers rely heavily on curriculum materials that are often of poor quality to guide their practice. As a result, we argue that preservice teachers need to learn how to use curriculum materials for effective teaching. To address this concern, the…

Effective School Leaders. Q&A with Eric A. Hanushek, Ph.D. REL Mid-Atlantic Teacher Effectiveness Webinar Series

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2014

2014-01-01

This webinar on effective school leaders discussed the important relationship between a school's socio-economic status, school leadership, and teacher turnover rate. Participants explored the major role of school leaders in fostering teacher effectiveness and discussed strategies they can use at the local level to increase school leader…

Methods for selecting fixed-effect models for heterogeneous codon evolution, with comments on their application to gene and genome data.

PubMed

Bao, Le; Gu, Hong; Dunn, Katherine A; Bielawski, Joseph P

2007-02-08

Models of codon evolution have proven useful for investigating the strength and direction of natural selection. In some cases, a priori biological knowledge has been used successfully to model heterogeneous evolutionary dynamics among codon sites. These are called fixed-effect models, and they require that all codon sites are assigned to one of several partitions which are permitted to have independent parameters for selection pressure, evolutionary rate, transition to transversion ratio or codon frequencies. For single gene analysis, partitions might be defined according to protein tertiary structure, and for multiple gene analysis partitions might be defined according to a gene's functional category. Given a set of related fixed-effect models, the task of selecting the model that best fits the data is not trivial. In this study, we implement a set of fixed-effect codon models which allow for different levels of heterogeneity among partitions in the substitution process. We describe strategies for selecting among these models by a backward elimination procedure, Akaike information criterion (AIC) or a corrected Akaike information criterion (AICc). We evaluate the performance of these model selection methods via a simulation study, and make several recommendations for real data analysis. Our simulation study indicates that the backward elimination procedure can provide a reliable method for model selection in this setting. We also demonstrate the utility of these models by application to a single-gene dataset partitioned according to tertiary structure (abalone sperm lysin), and a multi-gene dataset partitioned according to the functional category of the gene (flagellar-related proteins of Listeria). Fixed-effect models have advantages and disadvantages. Fixed-effect models are desirable when data partitions are known to exhibit significant heterogeneity or when a statistical test of such heterogeneity is desired. They have the disadvantage of requiring a priori

Promoting Effective Science Teacher Education and Science Teaching: A Framework for Teacher Decision-Making

ERIC Educational Resources Information Center

Clough, Michael P.; Berg, Craig A.; Olson, Joanne K.

2009-01-01

Learning and effective teaching are both complicated acts. However, many administrators, teachers, parents, and policymakers appear not to recognize those complexities and their significance for practice. Fueling this perception, recommendations from "isolated" research findings often neglect the complexities in learning and teaching, and when…

The Role of EFL Teachers' Self-Regulation in Effective Teaching

ERIC Educational Resources Information Center

Toussi, Mohammad Taghi Monshi; Boori, Ali Akbar; Ghanizadeh, Afsaneh

2011-01-01

This article investigated the relationship between EFL teachers' self-regulation and teaching effectiveness. In so doing, 76 EFL teachers were selected according to a convenience sampling from different English language institutes in Mashhad, a city in north-eastern Iran. The findings of the study indicated that there is a significant relationship…

Place of Instructional Supervision in Enhancing Public Primary School Teachers' Effectiveness

ERIC Educational Resources Information Center

Nwambam, Aja Sunday; Eze, Prisca Ijeoma

2017-01-01

The study examined the place of instructional supervision in enhancing teachers' effectiveness in public primary schools in Ebonyi State. Four research questions were formulated to guide the study. Descriptive survey research design was adopted for the study. The population of the study consists of all the 462,186 teachers including the…

What Are the Characteristics of Principals Identified As Effective by Teachers?

ERIC Educational Resources Information Center

Fowler, William J., Jr.

This exploratory study investigated which characteristics of a principal are identified as effective by teachers in the same school setting. The data were obtained from the Schools and Staffing Study of 1988, from the National Center for Education Statistics (NCES). The Teacher Questionnaire of the Schools and Staffing Survey (SASS) questioned…

The effect of voice amplification on occupational vocal dose in elementary school teachers.

PubMed

Gaskill, Christopher S; O'Brien, Shenendoah G; Tinter, Sara R

2012-09-01

Two elementary school teachers, one with and one without a history of vocal complaints, wore a vocal dosimeter all day at school for a 3-week period. In the second week, each teacher wore a portable voice amplifier. Each teacher showed a reduction in vocal intensity during the week of amplification, with a larger effect for the teacher with vocal difficulties. This teacher also showed a decrease in hourly vocal fold distance dose as measured by the dosimeter despite incurring longer phonation times. Fundamental frequency and vocal fold cycle dose did not appear to be affected by the use of amplification during the teaching day. Both teachers showed evidence of a possible moderate effect of adjusting vocal intensity in the week after amplification, possibly as a means to recalibrate their perceived vocal loudness. This study demonstrates the usefulness of both vocal dosimetry and amplification in monitoring and modifying vocal dose in an occupational setting and reinforces previous data suggesting the effectiveness of amplification in reducing the vocal load in schoolteachers. Implications of the data for future research regarding prevention and treatment of occupational voice disorders are discussed. Copyright © 2012 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Perceptions and Pedagogy: Exploring the Beliefs and Practices of an Effective Primary Science Teacher

ERIC Educational Resources Information Center

Fitzgerald, Angela; Dawson, Vaille; Hackling, Mark

2009-01-01

Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science…

The Effectiveness of Academic Supervision for Teachers

ERIC Educational Resources Information Center

Rahabav, Patris

2016-01-01

This research was conducted with the purpose of describing the general effectiveness of the academic supervision for teachers with three main focus, which is to analyze the competence of supervisors; academic supervision program implementation and the results and impact of academic supervision. The research location is SMU Maria Mediatrix Ambon,…

Effect of Triadic Teaching Approach in Some Environmental Subjects: Prospective Science Teachers Practice

ERIC Educational Resources Information Center

Hastürk, Gamze; Dogan, Alev

2016-01-01

Effective use of educational technologies by teachers in classrooms has come into prominence as the integration of technology into educational settings in todays world is considered as an inseparable part of an effective teaching. Besides, recent teacher training curriculums too emphasize the use of teaching strategies including technology to…

Teacher and School Leader Effectiveness: Lessons Learned from High-Performing Systems. Issue Brief

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2011

2011-01-01

In an effort to find best practices in enhancing teacher effectiveness, the Alliance for Excellent Education (Alliance) and the Stanford Center for Opportunity Policy in Education (SCOPE) looked abroad at education systems that appear to have well-developed and effective systems for recruiting, preparing, developing, and retaining teachers and…

Teacher Training System and Process: Opinions of Teacher Candidates on Teacher Qualifications

ERIC Educational Resources Information Center

Yenmez, Arzu Aydogan; Ozpinar, Ilknur; Sahin, Seher Mandaci

2016-01-01

It is considered that teacher candidates offering their expectations and solution recommendations as well as assessing themselves on the competence aspect will be effective on eliminating the main problems in teacher training. In this respect, purpose of the research is to specify the opinions of teacher candidates on how they evaluate themselves…

The Effect of Strengths Awareness and Development on the Self-Efficacy of Teachers

ERIC Educational Resources Information Center

Griffin, Lauren Elyse

2016-01-01

Increasing teacher efficacy poses challenges to educational leaders, highlighting the need for a study of the awareness and development of strengths related to teacher efficacy. The purpose of the current study was to examine the effect of the awareness and development of strengths on teachers' perceived self-efficacy, as well as to determine if…

Investigating the Relationship between "Effective" Teachers and Theoretical Notions of Effective Teaching: An Analysis of Whole-Group Discussions

ERIC Educational Resources Information Center

Scherrer, Jimmy

2013-01-01

The literature base on teacher effectiveness has rapidly expanded in the past decade. Once dominated by social scientists, the literature is now heavily influenced by economists. Utilizing value-added modeling, economists have mainstreamed attempts to isolate the effect that a teacher has on student achievement. Findings from these attempts,…

Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project

ERIC Educational Resources Information Center

Kane, Thomas J., Ed.; Kerr, Kerri A., Ed.; Pianta, Robert C., Ed.

2014-01-01

What is effective teaching? It is not enough to say "I know it when I see it"--not when we are expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET)…

Effectiveness of Different Bristle Designs of Toothbrushes and Periodontal Status among Fixed Orthodontic Patients: A Double-blind Crossover Design.

PubMed

Naik, Sandhya P; Punathil, Sameer; Shetty, Praveena; Jayanti, Ipsita; Jalaluddin, Md; Avijeeta, Anisha

2018-02-01

The aim of the present study was to evaluate the effectiveness of different bristle designs of toothbrushes and the periodontal status among patients undergoing fixed orthodontic treatment. This randomized controlled trial (RCT) consisted of 45 adolescents (comprising 20 males and 25 females) undergoing fixed orthodontic treatment. The study participants were randomly allocated to three groups, each group being assigned a locally available toothbrush with a particular design of toothbrush bristle. In the first test phase, group I study participants were allocated to toothbrush with flat bristles, group II study subjects were allocated to toothbrush with zigzag bristles, and group III study participants were allocated to toothbrush with crisscross bristles. The study participants were recalled after 4 weeks to check the effectiveness of the allocated toothbrushes. A washout period of 1 week was maintained to ensure that there was no carryover effect of the different bristle designs. In the second test phase, each patient used the opposite toothbrush bristle design (group I: toothbrush with zigzag bristles, group II: toothbrush with crisscross bristles, and group III: toothbrush with flat bristles). Plaque scores were measured using Turesky-Gilmore-Glickman modification of Quigley-Hein plaque index (PI). In both phase 1 and 2 of this RCT, toothbrush with crisscross bristles exhibited maximum plaque reduction among the three different bristle design toothbrushes following 30 days (p = 0.312 ± 0.102 and 0.280 ± 0.110, respectively), which was statistically significant. It was concluded that all the three designs of toothbrushes were effective in removing plaque in patients with fixed orthodontic appliances. But among the three different toothbrushes, toothbrush with crisscross bristles showed the highest mean plaque reduction. Plaque accumulation around the orthodontic brackets and gingival margins is quite common among the fixed orthodontic patients, who encounter

Effective Special Teacher Characteristics: Perceptions of Preschool Special Educators in Greece

ERIC Educational Resources Information Center

Soulis, Spiridon-Georgios

2009-01-01

The aim of the present study was to evaluate six characteristics of effective special pre-school teachers, similar to those used in the relevant literature. The study participants were all special teachers (n = 226), serving in Greek state and community pre-primary educational institutions (i.e. kindergartens and day nurseries) for children with…

Context Effects in Teacher Evaluation.

ERIC Educational Resources Information Center

McKenna, Bernard H.

Meaningful and useful evaluations of teaching and teachers must not only identify and define all the mitigating contexts, but must also account for their influences, both constructive and negative. Among the contextual factors that need to be considered in planning teacher evaluations are: student characteristics; goals, objectives and curriculum…

New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness

ERIC Educational Resources Information Center

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

2009-01-01

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

Cost-effective elimination of lipofuscin fluorescence from formalin-fixed brain tissue by white phosphor light emitting diode array.

PubMed

Sun, Yulong; Chakrabartty, Avi

2016-12-01

Autofluorescence of aldehyde-fixed tissues greatly hinders fluorescence microscopy. In particular, lipofuscin, an autofluorescent component of aged brain tissue, complicates fluorescence imaging of tissue in neurodegenerative diseases. Background and lipofuscin fluorescence can be reduced by greater than 90% through photobleaching using white phosphor light emitting diode arrays prior to treatment with fluorescent probes. We compared the effect of photobleaching versus established chemical quenchers on the quality of fluorescent staining in formalin-fixed brain tissue of frontotemporal dementia with tau-positive inclusions. Unlike chemical quenchers, which reduced fluorescent probe signals as well as background, photobleaching treatment had no effect on probe fluorescence intensity while it effectively reduced background and lipofuscin fluorescence. The advantages and versatility of photobleaching over established methods are discussed.

The Effects of Microteaching on the Critical Thinking Dispositions of Pre-Service Teachers

ERIC Educational Resources Information Center

Arsal, Zeki

2015-01-01

The purpose of this study was to examine the effects of microteaching on pre-service teachers' critical thinking dispositions. The participants of the study consisted of 70 pre-service teachers (64.3% females, 35.7% males) in the Turkish language teacher education program at a public university in the north of Turkey. In the study, an experimental…

Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers' Professional Development

ERIC Educational Resources Information Center

Altun, Taner

2013-01-01

This study aims to examine primary student teachers' (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4th year student teachers who attend a primary teacher education program leading to a B.Ed. degree at the Fatih…

Rethinking Differentiation--Using Teachers' Time Most Effectively

ERIC Educational Resources Information Center

Marshall, Kim

2016-01-01

The goals of differentiation are laudable, but in recent years, many question whether it is really possible for a teacher to tailor instruction for 20 to 30 different students and whether it's desirable to differentiate by learning styles. Differentiation is just one factor in effective instruction. Supervisors who walk into a classroom looking…

The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

NASA Astrophysics Data System (ADS)

Dewi, L. P.; Djohar, A.

2018-04-01

This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

Assessing Teachers' Skills in Detecting and Identifying Effective Interactions in the Classroom: Theory and Measurement

ERIC Educational Resources Information Center

Jamil, Faiza M.; Sabol, Terri J.; Hamre, Bridget K.; Pianta, Robert C.

2015-01-01

Contemporary education reforms focus on assessing teachers' performance and developing selection mechanisms for hiring effective teachers. Tools that enable the prediction of teachers' classroom performance promote schools' ability to hire teachers more likely to be successful in the classroom. In addition, these assessment tools can be used for…

Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry

NASA Astrophysics Data System (ADS)

van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; van Hest, Erna G. W. C. M.; Poortman, Cindy

2017-01-01

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers' attitudes, but that it may not be sufficient to fully change primary teachers' attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers' attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers' attitudes and classroom practices.

Predictive effects of teachers and schools on test scores, college attendance, and earnings

PubMed Central

Chamberlain, Gary E.

2013-01-01

I studied predictive effects of teachers and schools on test scores in fourth through eighth grade and outcomes later in life such as college attendance and earnings. For example, predict the fraction of a classroom attending college at age 20 given the test score for a different classroom in the same school with the same teacher and given the test score for a classroom in the same school with a different teacher. I would like to have predictive effects that condition on averages over many classrooms, with and without the same teacher. I set up a factor model that, under certain assumptions, makes this feasible. Administrative school district data in combination with tax data were used to calculate estimates and do inference. PMID:24101492

Predictive effects of teachers and schools on test scores, college attendance, and earnings.

PubMed

Chamberlain, Gary E

2013-10-22

I studied predictive effects of teachers and schools on test scores in fourth through eighth grade and outcomes later in life such as college attendance and earnings. For example, predict the fraction of a classroom attending college at age 20 given the test score for a different classroom in the same school with the same teacher and given the test score for a classroom in the same school with a different teacher. I would like to have predictive effects that condition on averages over many classrooms, with and without the same teacher. I set up a factor model that, under certain assumptions, makes this feasible. Administrative school district data in combination with tax data were used to calculate estimates and do inference.

Effects of Lesson Study on Science Teacher Candidates' Teaching Efficacies

ERIC Educational Resources Information Center

Pektas, Murat

2014-01-01

The aim of this study was to investigate the effects of the lesson study process on science teacher candidates' teaching in terms of lesson plan content, pedagogy and classroom management based on expert, peer and self-evaluations. The participants of this case study consisted of 16 teacher candidates in elementary science education in their…

Effects of Teacher Educational Background and Experience on Student Achievement in the Early Grades

ERIC Educational Resources Information Center

Leak, James Alexander

2012-01-01

This dissertation examines the relationship between teacher educational background, teacher experience, and student achievement in preschool, kindergarten, and first grade. The first essay of this dissertation, "Effects of Teacher Degree Level, Coursework, and Certification on Student Achievement in Math and Reading in Kindergarten,"…

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…

Lingual vs. labial fixed orthodontic appliances: systematic review and meta-analysis of treatment effects.

PubMed

Papageorgiou, Spyridon N; Gölz, Lina; Jäger, Andreas; Eliades, Theodore; Bourauel, Christoph

2016-04-01

The aim of this systematic review was to compare the therapeutic and adverse effects of lingual and labial orthodontic fixed appliances from clinical trials on human patients in an evidence-based manner. Randomized and prospective non-randomized clinical trials comparing lingual and labial appliances were included. Risk of bias within and across studies was assessed using the Cochrane tool and the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach. Random-effects meta-analyses were conducted, followed by subgroup and sensitivity analyses. Six electronic databases were searched from inception to July 2015, without limitations. A total of 13 papers pertaining to 11 clinical trials were included with a total of 407 (34% male/66% female) patients. Compared with labial appliances, lingual appliances were associated with increased overall oral discomfort, increased speech impediment (measured using auditory analysis), worse speech performance assessed by laypersons, increased eating difficulty, and decreased intermolar width. On the other hand, lingual appliances were associated with increased intercanine width and significantly decreased anchorage loss of the maxillary first molar during space closure. Based on existing trials, there is insufficient evidence to make robust recommendations for lingual fixed orthodontic appliances regarding their therapeutic or adverse effects, as the quality of evidence was low. © 2016 Eur J Oral Sci.

Teachers' ratings of disruptive behaviors: the influence of halo effects.

PubMed

Abikoff, H; Courtney, M; Pelham, W E; Koplewicz, H S

1993-10-01

This study evaluated the accuracy of teachers' ratings and examined whether these ratings are influenced by halo effects. One hundred thirty-nine elementary school teachers viewed videotapes of what they believed were children in regular fourth-grade classrooms. In fact, the children were actors who followed prepared scripts that depicted a child engaging in behaviors characteristic of an attention-deficit hyperactivity disorder (ADHD), an oppositional defiant disorder or a normal youngster. The findings provide support for a bias that was unidirectional in nature. Specifically, teachers rated hyperactive behaviors accurately when the child behaved like an ADHD youngster. However, ratings of hyperactivity and of ADHD symptomatic behaviors were spuriously inflated when behaviors associated with oppositional defiant disorder occurred. In contrast, teachers rated oppositional and conduct problem behaviors accurately, regardless of the presence of hyperactive behaviors. The implications of these findings regarding diagnostic practices and rating scale formats are discussed.

An example of the teacher expectation effect in mixed ability teaching

NASA Astrophysics Data System (ADS)

Matthews, G. P.

Much interest has been shown recently in teacher expectation or self-fulfilling prophecy effects, despite the difficulty of making objective observations of the phenomenon. The present case study concerns a population of twelve mixed-ability chemistry classes in a comprehensive school in the U.K. The poor behavior of one of the groups led to a stigma being attached to it by staff, and for various doubtful reasons, this became associated with another class as well. A statistical analysis of examination marks shows that neither reputation was justified in terms of academic achievement, and quantifies possible teacher expectation effects arising from the situation. The findings demonstrate the ease with which academic achievements can be hampered unwittingly by the prejudices of a teacher even in a well-structured learning situation.

Practices of Effective Writing Teachers

ERIC Educational Resources Information Center

Gadd, Murray; Parr, Judy M.

2017-01-01

This study analyses the practices of nine New Zealand teachers of upper primary and middle-school students (N = 210) whose classes had consistently shown gains in writing far greater than normative expectations. Data from observations of three writing lessons and related interviews with each teacher, plus interviews with three focus students after…

Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

ERIC Educational Resources Information Center

Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees

ERIC Educational Resources Information Center

Vijaya Kumari, S. N.; Naik, Savita P.

2016-01-01

Teachers serve education, which is an effective instrument of man making. The teachers learn this art through Preservice teacher education programme. Teaching has been a reflective process from the beginning. Reflection is used in all sectors of teacher education, including Vocational and Adult education, for a number of years. Despite numerous…

Allocating Sample Sizes to Reduce Budget for Fixed-Effect 2×2 Heterogeneous Analysis of Variance

ERIC Educational Resources Information Center

Luh, Wei-Ming; Guo, Jiin-Huarng

2016-01-01

This article discusses the sample size requirements for the interaction, row, and column effects, respectively, by forming a linear contrast for a 2×2 factorial design for fixed-effects heterogeneous analysis of variance. The proposed method uses the Welch t test and its corresponding degrees of freedom to calculate the final sample size in a…

Unemployment and psychosocial outcomes to age 30: A fixed-effects regression analysis.

PubMed

Fergusson, David M; McLeod, Geraldine F; Horwood, L John

2014-08-01

We aimed to examine the associations between exposure to unemployment and psychosocial outcomes over the period from 16 to 30 years, using data from a well-studied birth cohort. Data were collected over the course of the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 children, born in Christchurch in 1977, who have been studied to age 30. Assessments of unemployment and psychosocial outcomes (mental health, substance abuse/dependence, criminal offending, adverse life events and life satisfaction) were obtained at ages 18, 21, 25 and 30. Prior to adjustment, an increasing duration of unemployment was associated with significant increases in the risk of all psychosocial outcomes. These associations were adjusted for confounding using conditional, fixed-effects regression techniques. The analyses showed significant (p < 0.05) or marginally significant (p < 0.10) associations between the duration of unemployment and major depression (p = 0.05), alcohol abuse/dependence (p = 0.043), illicit substance abuse/dependence (p = 0.017), property/violent offending (p < 0.001), arrests/convictions (p = 0.052), serious financial problems (p = 0.007) and life satisfaction (p = 0.092). To test for reverse causality, the fixed-effects regression models were extended to include lagged, time-dynamic variables representing the respondent's psychosocial burden prior to the experience of unemployment. The findings suggested that the association between unemployment and psychosocial outcomes was likely to involve a causal process in which unemployment led to increased risks of adverse psychosocial outcomes. Effect sizes were estimated using attributable risk; exposure to unemployment accounted for between 4.2 and 14.0% (median 10.8%) of the risk of experiencing the significant psychosocial outcomes. The findings of this study suggest that exposure to unemployment had small but pervasive effects on psychosocial adjustment in adolescence and young

Using a Standardized Video-Based Assessment in a University Teacher Education Program to Examine Preservice Teachers Knowledge Related to Effective Teaching

ERIC Educational Resources Information Center

Wiens, Peter D.; Hessberg, Kevin; LoCasale-Crouch, Jennifer; DeCoster, Jamie

2013-01-01

The Video Assessment of Interactions and Learning (VAIL), a video-based assessment of teacher understanding of effective teaching strategies and behaviors, was administered to preservice teachers. Descriptive and regression analyzes were conducted to examine trends among participants and identify predictors at the individual level and program…

Long-term skeletal effects of high-pull headgear followed by fixed appliances for the treatment of Class II malocclusions.

PubMed

Bilbo, E Erin; Marshall, Steven D; Southard, Karin A; Allareddy, Verrasathpurush; Holton, Nathan; Thames, Allyn M; Otsby, Marlene S; Southard, Thomas E

2018-04-18

The long-term skeletal effects of Class II treatment in growing individuals using high-pull facebow headgear and fixed edgewise appliances have not been reported. The purpose of this study was to evaluate the long-term skeletal effects of treatment using high-pull headgear followed by fixed orthodontic appliances compared to an untreated control group. Changes in anteroposterior and vertical cephalometric measurements of 42 Class II subjects (n = 21, mean age = 10.7 years) before treatment, after headgear correction to Class I molar relationship, after treatment with fixed appliances, and after long-term retention (mean 4.1 years), were compared to similar changes in a matched control group (n = 21, mean age = 10.9 years) by multivariable linear regression models. Compared to control, the study group displayed significant long-term horizontal restriction of A-point (SNA = -1.925°, P < .0001; FH-NA = -3.042°, P < .0001; linear measurement A-point to Vertical Reference = -3.859 mm, P < .0001) and reduction of the ANB angle (-1.767°, P < .0001), with no effect on mandibular horizontal growth or maxillary and mandibular vertical skeletal changes. A-point horizontal restriction and forward mandibular horizontal growth accompanied the study group correction to Class I molar, and these changes were stable long term. One phase treatment for Class II malocclusion with high-pull headgear followed by fixed orthodontic appliances resulted in correction to Class I molar through restriction of horizontal maxillary growth with continued horizontal mandibular growth and vertical skeletal changes unaffected. The anteroposterior molar correction and skeletal effects of this treatment were stable long term.

Coordinating Effective Field Experiences: Recommendations for Cooperating Teachers

ERIC Educational Resources Information Center

McEntyre, Kelsey; Baxter, Deborah; Richards, K. Andrew R.

2018-01-01

The role of the cooperating teacher is an integral component of field-based teacher education because the cooperating teacher can bridge the gap between the knowledge developed on campus during physical education teacher education and preservice teachers' field-based learning experiences leading up to and including student teaching. In order to…

Effect of Emotional Intelligence and Gender on Job Satisfaction of Primary School Teachers

ERIC Educational Resources Information Center

Singh, Bhagat; Kumar, Arun

2016-01-01

The objective of the study was to find out the effect of EI and gender on job satisfaction of primary school teachers. A total of 300 (150 male and 150 female) primary school teachers were selected randomly for the study. Emotional Intelligence Scale (EIS) and Teachers' Job Satisfaction Scale (TJSS) were used to collect the data. The study found a…

Effect of Transnational Standards on U.S. Teacher Education

ERIC Educational Resources Information Center

Murry, Kevin G.; Herrera, Socorro G.; Miller, Stuart S.; Fanning, Cristina A.; Kavimandan, Shabina K.; Holmes, Melissa A.

2015-01-01

The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five "transnational universals of teaching" that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English…

Get in the Teacher Zone: A Perception Study of Preservice Teachers and Their Teacher Identity

ERIC Educational Resources Information Center

Dassa, Lori; Derose, Diego S.

2017-01-01

Teacher attrition has been a global concern for many decades, with teachers leaving the profession at a higher rate than those entering. The largest group effected by this attrition issue is the beginning teacher. (Hong, 2010). In fact, in the United States, 30-50% of new teachers leave the field within the first five years. Many studies have been…

Temporary Fix or Lasting Solution? Investigating the Longitudinal Impact of Teacher Professional Development on K-2 Science Instruction

ERIC Educational Resources Information Center

Haymore Sandholtz, Judith; Ringstaff, Cathy; Matlen, Bryan

2016-01-01

This study investigated the extent to which a state-funded teacher professional development program designed to improve K-2 science education led to changes that persisted beyond the funding period. The study used a longitudinal, mixed-methods approach and examined persistence of changes in teachers' content knowledge, self-efficacy, instructional…

The Effect of Candidate Teachers' Educational and Epistemological Beliefs on Professional Attitudes

ERIC Educational Resources Information Center

Onen, Aysem Seda

2011-01-01

While teacher's cognitive skills are described with epistemological beliefs, the attitudes towards their profession, teaching styles and disciplinary actions are mainly associated with their educational beliefs. This study aiming to determine the effect of relation between candidate teachers' educational and epistemological beliefs on their…

The Effects of Vocational High School Teachers' Perceived Trust on Organizational Silence

ERIC Educational Resources Information Center

Saglam, Aycan Çiçek

2016-01-01

The objective of this research is to reveal the effects of vocational school teachers' perceived organizational trust on organizational silence. For this purpose, at first teachers' perception on sub-dimensions of organizational silence and organizational trust, which are respectively "acquiescent silence," "defensive silence,"…

Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Shy or Withdrawn Students.

ERIC Educational Resources Information Center

Lacina-Gifford, Lorna J.; Kher, Neelam; Besant, Kyesha

This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies. A group of 108 preservice teachers at a southern rural public university generated classroom management strategies in response to hypothetical vignettes depicting shy and withdrawn student behavior. Researchers coded the extended…

Teachers without Borders: Consequences of Teacher Labor Force Mobility

ERIC Educational Resources Information Center

Bastian, Kevin C.; Henry, Gary T.

2015-01-01

Many states have responded to teacher shortages by granting certification to individuals traditionally prepared out-of-state; now, out-of-state prepared teachers comprise a sizable percentage of the teacher workforce in many states. We know little about these teachers, and therefore, in the present study, we estimate the effectiveness of…

Alternate Assessments as One Measure of Teacher Effectiveness

ERIC Educational Resources Information Center

Kearns, Jacqueline F.; Kleinert, Harold L.; Thurlow, Martha L.; Gong, Brian; Quenemoen, Rachel

2015-01-01

Elementary and Secondary Education Act (ESEA) flexibility requires states to develop and implement teacher effectiveness measures that consider student assessment results, including assessment results for students with disabilities participating in general and alternate assessments. We describe how alternate assessment results for students with…

The physical effects of aromatherapy in alleviating work-related stress on elementary school teachers in taiwan.

PubMed

Liu, Shing-Hong; Lin, Tzu-Hsin; Chang, Kang-Ming

2013-01-01

People use aromatherapy to relieve the symptoms of physical and psychological stress. However, previous studies have not precisely clarified a scientific basis for the beneficial effects of aromatherapy. Therefore, the overall purpose of this study was to elucidate the beneficial effect of aromatherapy in relieving work-related stress. Twenty-nine elementary school teachers from Taiwan participated in this study. The experimental procedures comprised 2 phases. First, we verified the effect of aromatherapy by conducting 2 blind tests. We used natural bergamot essential oil extracted from plants and synthesized a chemical essential oil as the placebo to do the aromatherapy. Second, we analyzed the performance of the aromatherapy treatment on the teachers who had various workloads. We measured the teachers' heart rate variability to evaluate their autonomic nervous system activity. The results show that only the natural bergamot essential oil had an effect and that the aromatherapy treatment relieved work-related stress of teachers with various workloads. However, the aromatherapy treatment had a weak effect on young teachers who had a heavy workload. Moreover, the aromatherapy treatment exhibited no effect on teachers who belong to the abnormal body mass index subgroup having a heavy workload.

The Physical Effects of Aromatherapy in Alleviating Work-Related Stress on Elementary School Teachers in Taiwan

PubMed Central

Liu, Shing-Hong; Lin, Tzu-Hsin; Chang, Kang-Ming

2013-01-01

People use aromatherapy to relieve the symptoms of physical and psychological stress. However, previous studies have not precisely clarified a scientific basis for the beneficial effects of aromatherapy. Therefore, the overall purpose of this study was to elucidate the beneficial effect of aromatherapy in relieving work-related stress. Twenty-nine elementary school teachers from Taiwan participated in this study. The experimental procedures comprised 2 phases. First, we verified the effect of aromatherapy by conducting 2 blind tests. We used natural bergamot essential oil extracted from plants and synthesized a chemical essential oil as the placebo to do the aromatherapy. Second, we analyzed the performance of the aromatherapy treatment on the teachers who had various workloads. We measured the teachers' heart rate variability to evaluate their autonomic nervous system activity. The results show that only the natural bergamot essential oil had an effect and that the aromatherapy treatment relieved work-related stress of teachers with various workloads. However, the aromatherapy treatment had a weak effect on young teachers who had a heavy workload. Moreover, the aromatherapy treatment exhibited no effect on teachers who belong to the abnormal body mass index subgroup having a heavy workload. PMID:24228065

Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

ERIC Educational Resources Information Center

Funk, Kristin M.

2013-01-01

The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

Elementary Teachers' Perceptions about the Effective Features of Explicit-Reflective Nature of Science Instruction

ERIC Educational Resources Information Center

Adibelli-Sahin, Elif; Deniz, Hasan

2017-01-01

This qualitative study explored elementary teachers' perceptions about the effective features of explicit-reflective nature of science (NOS) instruction. Our participants were four elementary teachers from a public charter school located in the Southwestern U.S.A. The four elementary teachers participated in an academic year-long professional…

The Differential Effects of Labelling: How Do "Dyslexia" and "Reading Difficulties" Affect Teachers' Beliefs

ERIC Educational Resources Information Center

Gibbs, Simon; Elliott, Julian

2015-01-01

This paper reports a survey of primary school teachers' beliefs about working with poor readers. The primary research question was "does the way difficulties with reading are labelled affect the teachers' beliefs about their ability to intervene effectively?" An opportunity sample of teachers was surveyed using 2 questionnaires. One…

Exploring the Effects of Empowerment, Innovation, Professionalism, Conflict, and Participation on Teacher Organizational Commitment

ERIC Educational Resources Information Center

Holliman, Stephanie Layne

2012-01-01

Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for long-term relationships in…

Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.

ERIC Educational Resources Information Center

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

2002-01-01

Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

The Effects of Guided Video Analysis on Teacher Candidates' Reflective Ability and Instructional Skills

ERIC Educational Resources Information Center

Nagro, Sarah A.; deBettencourt, Laurie U.; Rosenberg, Michael S.; Carran, Deborah T.; Weiss, Margaret P.

2017-01-01

Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching…

The Effects of Servant Leadership on Teachers' Organizational Commitment in Primary Schools in Turkey

ERIC Educational Resources Information Center

Cerit, Yusuf

2010-01-01

This study examines the effects of servant leadership behaviours of primary school principals on teachers' school commitment. The research data were collected from 563 teachers working in primary schools in Duzce. Servant leadership behaviours of principals were measured with a servent organizational leadership assessment scale, and the teachers'…

The Effect of Teacher Gender and Gendered Traits on Perceptions of Elementary School Teachers

ERIC Educational Resources Information Center

Kim, Yena; Weseley, Allyson J.

2017-01-01

Little is known about methods to address gender-based bias against male elementary educators. Framed by social role and role congruity theories, this study explored the effects of gendered traits and teacher gender on perceptions of elementary educators. Participants (N = 246) were randomly assigned to view websites that varied gendered traits…

The effects of a STEM professional development intervention on elementary teachers

NASA Astrophysics Data System (ADS)

Dailey, Deborah D.

To improve and sustain science teaching and learning in the elementary grades, experts recommended school districts afford time in the day for science instruction, secure the necessary resources for an investigative classroom, and provide teachers with increased professional development opportunities that target content knowledge, pedagogical skills, and confidence in teaching science (e.g. Buczynski & Hansen, 2010; Brand & Moore, 2011; NSB, 2010). In particular, researchers recommended teachers receive quality professional development that is sustained over time and embedded in the real world of the classroom (e.g. Buczynski & Hansen, 2010; Cotabish & Robinson, 2012). The purpose of this dissertation was to examine changes in elementary teachers' science teaching perceptions, concerns, and science process skills during and after participation in a STEM-focused professional development intervention involving embedded support using peer coaching. The positive effects of sustained, embedded professional development programs on science instruction have been documented by multiple research studies (e.g. Buczynski & Hansen, 2010; Cotabish, Dailey, Hughes, & Robinson, 2011; Duran & Duran, 2005; Levitt, 2011); however, few studies have investigated the effects after removal of the professional development support (Johnson, Kahle, & Fargo, 2007; Shymansky, Yore, & Anderson, 2004). By examining the changes across three years (including one year after the conclusion of the professional development intervention), the researcher in the present study considered the dosage of intervention needed to bring about and preserve significant changes in the participant teachers. To measure the impact of the intervention on teachers, the researcher used quantitative data supported by qualitative interviews. Results indicated that changes in science teaching perceptions were realized after one year or 60 hours of intervention; however, it took two years or 120 hours of intervention to see

Verbal Word Choice of Effective Reading Teachers

ERIC Educational Resources Information Center

Moran, Kelly A.

2013-01-01

Humans are fragile beings easily influenced by the verbal behaviors of others. Spoken words can have a multitude of effects on an individual, and the phrases and statements teachers use in their classrooms on a daily basis have the potential to be either detrimental or inspirational. As increasing numbers of students arrive at schools from broken…

Effective Professional Development for Teachers: A Checklist

ERIC Educational Resources Information Center

Hunzicker, Jana

2011-01-01

Teachers know it is important to keep their professional knowledge and skills up to date, and presentation-style workshops are an efficient way to accomplish this. However, "one shot," "sit and get" workshops are becoming less effective in today's busy world. Much of the information gained is not likely to be remembered, and even less is likely to…

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.

Characteristics of Effective Clinical Teachers in Simulated Clinical Experiences Compared to Traditional Clinical Experiences

ERIC Educational Resources Information Center

Sieh-Bliss, Selina

2014-01-01

While there is evidence in the literature measuring effective clinical teacher characteristics in traditional experiences, little is known of effective characteristics expected from clinical teachers during simulated clinical experiences. This study examined which clinical teaching behaviors and characteristics are perceived by nursing students'…

Effects of Biology Teachers' Professional Knowledge and Cognitive Activation on Students' Achievement

ERIC Educational Resources Information Center

Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2016-01-01

This study examined the effects of teachers' biology-specific dimensions of professional knowledge--pedagogical content knowledge (PCK) and content knowledge (CK)--and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on…

The Effects of Teacher Professional Development on Rural Students' Lexical Inferencing Skills

ERIC Educational Resources Information Center

Collins, Ginger G.; Goforth, Anisa N.; Ambrose, Laura M.

2016-01-01

Rural students are at risk for vocabulary underdevelopment and often have less access to educational resources. The purpose of this investigation was to examine the effectiveness of an Internet-based Speech/Language Pathologist (SLP)-teacher consultation to support rural teachers' vocabulary instruction to improve their students' lexical…

Professional development strategies for teaching urban biology teachers to use concept maps effectively

NASA Astrophysics Data System (ADS)

McGregor Petgrave, Dahlia M.

Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Executive Summary. Second Edition

ERIC Educational Resources Information Center

Weisberg, Daniel; Sexton, Susan; Mulhern, Jennifer; Keeling, David

2009-01-01

This report examines the pervasive and longstanding failure to recognize and respond to variations in the effectiveness of teachers. At the heart of the matter are teacher evaluation systems, which in theory should serve as the primary mechanism for assessing such variations, but in practice tell everyone little about how one teacher differs from…

Effective Teaching of Able Pupils in the Primary School: The Findings of the Oxfordshire Effective Teachers of Able Pupils Project.

ERIC Educational Resources Information Center

Eyre, Deborah; Coates, David; Fitzpatrick, Mary; Higgins, Chris; McClure, Lynne; Wilson, Helen; Chamberlin, Rosemary

2002-01-01

A review of British research on effective teaching of able students leads to a report on the Oxfordshire Effective Teachers of Able Pupils Project. This study found effective teachers shared similar beliefs about learning, had empathy with the needs of able children, created a secure classroom environment, held high expectations, used…

The Attributes of an Effective Teacher Differ between the Classroom and the Clinical Setting

ERIC Educational Resources Information Center

Haws, Jolene; Rannelli, Luke; Schaefer, Jeffrey P.; Zarnke, Kelly; Coderre, Sylvain; Ravani, Pietro; McLaughlin, Kevin

2016-01-01

Most training programs use learners' subjective ratings of their teachers as the primary measure of teaching effectiveness. In a recent study we found that preclinical medical students' ratings of classroom teachers were associated with perceived charisma and physical attractiveness of the teacher, but not intellect. Here we explored whether the…

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…

The Effects of Teacher Efficacy, Teacher Certification Route, Content Hours in the Sciences, Field-Based Experiences and Class Size on Middle School Student Achievement

NASA Astrophysics Data System (ADS)

Salgado, Robina

No Child Left Behind Act (NCLB) was signed into law in 2002 with the idea that all students, no matter the circumstances can learn and that highly qualified teachers should be present in every classrooms (United Stated Department of Education, 2011). The mandates of NCLB also forced states to begin measuring the progress of science proficiency beginning in 2007. The study determined the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods have on secondary school science teacher efficacy in Texas and how it impacts student achievement. Additionally, the results of the study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom. The study described was a survey design comparing nonequivalent groups. The study utilized the Science Teaching Efficacy Belief Instrument (STEBI). A 25-item efficacy scale made up of two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) (Bayraktar, 2011). Once the survey was completed a 3-Way ANOVA, MANOVA, and Multiple Linear Regression were performed in SPSS to calculate the results. The results from the study indicated no significant difference between route of certification on student achievement, but a large effect size was reported, 17% of the variances in student achievement can be accounted for by route of certification. A MANOVA was conducted to assess the differences between number of science content hours on a linear combination of personal science teacher efficacy, science teaching outcome expectancy and total science teacher efficacy as measured by the STEBI. No significant

Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy

PubMed Central

Hughes, Jan N.; Chen, Qi

2010-01-01

This study investigated the reciprocal effects between teacher student relationship quality (TSRQ) and two dimensions of classroom peer relatedness, peer liking and peer academic reputation (PAR), across three years in elementary school and the effect of both TSRQ and the peer relatedness dimensions on academic self efficacy. Participants were 695 relatively low achieving, ethnically diverse students recruited into the longitudinal study when they were in first grade. Measures of TSRQ and peer relatedness were assessed in years/grades 2-4. Peer liking and PAR were moderately correlated with each other at each time period. As expected, peer liking and TSRQ exhibited bidirectional effects across the three years. Year 3 TSRQ had an effect on Year 4 PAR, but PAR did not have an effect on TSRQ at either time interval. In an additional analysis, Year 4 PAR mediated the effect of Year 3 TSRQ on Year 5 academic self efficacy. Implications for teacher professional development are discussed. PMID:21927528

Effect of Fixed Versus Adjusted Transcutaneous Electrical Nerve Stimulation Amplitude on Chronic Mechanical Low Back Pain.

PubMed

Elserty, Noha; Kattabei, Omaima; Elhafez, Hytham

2016-07-01

This study aimed to investigate the effect of adjusting pulse amplitude of transcutaneous electrical nerve stimulation versus fixed pulse amplitude in treatment of chronic mechanical low back pain. Randomized clinical trial. El-sahel Teaching Hospital, Egypt. Forty-five patients with chronic low back pain assigned to three equal groups. Their ages ranged from 20 to 50 years. The three groups received the same exercise program. Group A received transcutaneous electrical nerve stimulation with fixed pulse amplitude for 40 minutes. Group B received transcutaneous electrical nerve stimulation with adjusted pulse amplitude for 40 minutes, with the pulse amplitude adjusted every 5 minutes. Group C received exercises only. Treatment sessions were applied three times per week for 4 weeks for the three groups. A visual analogue scale was used to assess pain severity, the Oswestry Disability Index was used to assess functional level, and a dual inclinometer was used to measure lumbar range of motion. Evaluations were performed before and after treatment. Visual analogue scale, Oswestry Disability Index, and back range of motion significantly differed between the two groups that received transcutaneous electrical nerve stimulation and the control group and did not significantly differ between fixed and adjusted pulse amplitude of transcutaneous electrical nerve stimulation. Adjusting pulse amplitude of transcutaneous electrical nerve stimulation does not produce a difference in the effect of transcutaneous electrical nerve stimulation used to treat chronic low back pain.

Elevated CO(2) and nitrogen effects on a dominant N(2)- fixing shrub

NASA Astrophysics Data System (ADS)

Wallace, Alison Marie

The responses of N2-fixing species to global change are likely to be an important component in predicting the existence and direction of feedbacks between carbon and nitrogen cycles, as both are radically changing at an unprecedented pace. Increased carbon storage may be more likely in ecosystems not limited by available nitrogen, such as those with abundant N2-fixing species. If elevated CO2 affects growth and N2-fixation of dominant N2-fixers, then non-fixers in the system may experience indirect effects through changes in competitive interactions and nitrogen availability. The goal of this research was to investigate these effects on the growth, competitive ability, leaf and litter chemistry, and litter decomposition of Lupinus arboreus, a N2-fixing evergreen shrub, and to test the central hypothesis that an increase in growth and competitive ability would occur at low nitrogen and high CO2. In a growth chamber experiment, three CO2 levels, 350, 500, and 650 ppm were crossed with two nitrogen levels. Lupins were grown alone or in competition with an introduced annual grass, Bromus diandrus. Contrary to findings from previous studies of positive growth and competition responses by N2-fixers, Lupinus seedlings demonstrated no significant responses to CO2. Nitrogen was far more important than CO2 in affecting relative competitive ability. Nitrogen, alkaloids, and C:N ratios in fresh foliage did not change with CO2 or nitrogen. Carbon and biomass increased slightly in lupins at 500 ppm only, suggesting an early but limited growth response. Nitrogen did decrease in lupin litter at elevated CO2, but there were no effects on litter decomposition rates in the field. Simulations by the CENTURY surface litter decomposition model predicted the litter decomposition rates of field-grown litter nearly perfectly, and predicted the general direction but underestimated the rate of litter from the greenhouse grown at different CO2 levels. Very low or high nitrogen decreased

What Is "Effective" CPD for Contemporary Physical Education Teachers? A Deweyan Framework

ERIC Educational Resources Information Center

Armour, Kathleen; Quennerstedt, Mikael; Chambers, Fiona; Makopoulou, Kyriaki

2017-01-01

It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about "effective" CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the…