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Author: Robert Cuttino
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 188
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Book Description
Author: Robert Cuttino
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 188
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Book Description
Author: Gregory J. Hilden
Publisher:
ISBN:
Category : Effective teaching
Languages : en
Pages : 114
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Book Description
The purpose of this phenomenological, qualitative study was to explore the nature of the relationship between collaboration and performance-based pay from the perspective of teaching professionals. Eighty-four educators from two suburban high schools completed a researcher-constructed survey and a total of fourteen teachers from the same schools participated in one of two focus groups. The study focused on teachers' current understanding of collaboration, how it occurs specifically in their school, and how implementation of performance-based pay could potentially influence the level of collaboration in their school. The results of this study found that teachers believe collaboration affects student achievement. However, despite demonstrating expectations for student achievement are reasonable at their school, a majority of teachers from both focus groups concurred that student achievement is not an accurate measure of a teacher's effectiveness. Teachers possess varying degrees of understanding about the nature of collaboration, how frequently it occurs, and how it can individually help improve their craft. The results generated from this study indicated the depth to which teachers collaborate is less than the frequency they actually engage in collaboration. Findings indicated collaboration could be affected by factors such as age, location of practice, and area of expertise. Almost half of the participants in this study admitted no knowledge of performance-based pay systems. Approximately the same number believed performance-based pay is not equitable. Ultimately, those who believed performance-based pay would cause either a positive effect or no effect on collaboration slightly outnumbered those who believed the implementation of such a system would cause a decrease in collaboration or create a competitive environment. An overwhelming number of participants documented that their pay possessed some degree of fairness. Similarly, a large number of educators indicated it is fair to compensate more effective teachers differently. Almost the exact same number of participants suspected performance-based pay would affect student achievement. If, the educators who thought merit-pay would affect student achievement were from the pool of purporting it is fair to compensate more effective teachers differently, it could be argued that the majority of teachers participating in this study are in favor of performance-based pay.
Author: Yvonne L. Goddard
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
The purpose of this paper was to test the relationship between principal leadership and teacher collaboration around instructional improvement to determine whether these measures were statistically related and whether, together, they were associated with academic achievement in elementary schools. Data were obtained from 1,600 teachers in 96 elementary schools where principals are participating in a randomized control trial to assess the efficacy of a widely-disseminated professional development program for school leaders. Using structural equation modeling, we found a significant direct effect of leadership on teacher collaboration and a significant direct effect of collaboration on student achievement. Also, the indirect effect of leadership on student achievement through teacher collaboration was significant. These findings have implications for practitioners and researchers. An appendix provides: Shard Instructional Leadership and Collaboration Factor Scale Measurement Properties. (Contains 7 tables and 2 figures.) [The research reported here was conducted by the Education Leadership Research Center (ELRC) at Texas A&M University as part of the School Leadership Improvement Study (SLIS).].
Author: Madiha Shah
Publisher: GRIN Verlag
ISBN: 3656181950
Category : Education
Languages : en
Pages : 481
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Book Description
Doctoral Thesis / Dissertation from the year 2011 in the subject Pedagogy - The Teacher, Educational Leadership, The University of Malaya, language: English, abstract: This study analyzed the impact of teachers' collegiality on their organizational and professional commitment in public secondary schools in Islamabad, Pakistan. The study also examined the differences of teacher collegiality, organizational commitment, and professional commitment in high-achieving and low-achieving schools. The effects of teacher personal variables (e.g. gender, educational level, and professional experience) on teacher collegiality, organizational commitment, and professional commitment were also investigated. A teacher collegiality scale (TCS) was developed and tested using exploratory and confirmatory factor analytic techniques. The final TCS comprised seven dimensions, namely (1) Demonstrating Mutual Support and Trust, (2) Observing one another Teaching, (3) Joint Planning and Assessment, (4) Sharing Ideas and Expertise, (5) Teaching each other, (6) Developing Curriculum together, and (7) Sharing Resources. The instruments of organizational commitment and professional commitment were adapted from Meyer, Allen, and Smith (1993). The survey instrument, comprising the TCS and Commitment Scale was distributed to a sample of 364 secondary school teachers in eight high-achieving and nine low-achieving schools located in Islamabad. Structural Equation Modeling (SEM) was used to assess the impact of teacher collegiality on teachers' organizational and professional commitment. Latent Mean Structure Analysis was used to determine the differences in teacher collegiality and teacher commitment between high-achieving and low-achieving school teachers. The effects of demographic variables on study main variables were analyzed using MANOVA. The analysis confirmed that teacher collegiality positively impacted organizational commitment and professional commitment among secondary school teachers
Author: Evelyn Baffico
Publisher:
ISBN: 9781321013191
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to determine the current nature and level of collegiality of elementary teachers within one urban school district in the Western United States. A quantitative approach guided the study. The Teacher Collegiality Scale (TCS) developed by Madiha Shah (2011) was used to measure teachers' perceptions of collegial practices at high and low-performing schools. Findings revealed that teachers from high-performing schools perceived higher levels of collegiality as compared to teachers from low-performing schools. However, it could not be confirmed that a strong relationship existed between academic achievement and teachers' perceived levels of collegiality at school sites. A study of this nature provides educational leaders with information regarding the implications of teacher isolation. In addition, it assists schools and districts in determining the effectiveness of initiatives focused on collegiality, while contributing to the generation of new ideas and strategies for enhancing collegial behaviors among staff.
Author: Trude Nilsen
Publisher: Springer
ISBN: 3319412523
Category : Education
Languages : en
Pages : 167
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Book Description
This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Author: John Hattie
Publisher: Routledge
ISBN: 1134024126
Category : Education
Languages : en
Pages : 389
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Book Description
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Author: Robert J. Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 29
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Book Description
The purpose of this paper was to test the relationship between principals' instructional leadership and teacher collaboration around instruction to determine whether these measures were statistically related and whether, together, they were associated with academic achievement in elementary schools. Data were obtained from 1605 teachers in 96 elementary schools where principals are participating in a randomized control trial to assess the efficacy of a widely disseminated professional development program for school leaders. Using structural equation modeling, we found a significant direct effect of instructional leadership on teacher collaboration and a significant direct effect of collaboration on student achievement. Also, the indirect effect of leadership on student achievement through teacher collaboration was significant. These findings have implications for practitioners and researchers. An appendix presents: Leadership and Collaboration Factor Scale Measurement Properties. (Contains 6 tables and 1 figure.) [The research reported here was conducted by the Education Leadership Research Center (ELRC) at Texas A&M University as part of the School Leadership Improvement Study (SLIS).].
Author: Lydia Romelle Bigby Parker
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 460
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Book Description
Author: Jenni Donohoo
Publisher: Corwin Press
ISBN: 1506356532
Category : Education
Languages : en
Pages : 164
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Book Description
Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols
