Author: William W. Burton
Publisher:
ISBN:
Category :
Languages : en
Pages : 172

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Author: David Favre
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated with many positive educational outcomes, yet little is known about how the observation of instructional modeling affects teachers' development of their self-efficacy for the specific behaviors they will need to effectively perform in their future classrooms. This study integrated methodologies which were responsive to four theoretical concerns raised in the literature to more appropriately measure changes to novice teacher self-efficacy: 1) pre-service teachers primarily form their self-efficacy from their observations of modeled teaching behaviors, 2) self-efficacy formation must be measured at the appropriate level of specificity (i.e. the new pedagogical skill being learned), 3) self-efficacy formation must be measured as soon as possible after the targeted behavior is observed, and 4) researchers must take frequent measurements to observe small incremental changes to teacher self-efficacy.Six modeled teaching skills that are common to second language teacher education were presented to participants in a series of videos to determine their effects on participant self-efficacy appraisals for these specific skills and their relationship to participants' assessment of their larger instructional strategies self-efficacy. Results indicated that participants consistently scored higher on posttest measures of the six micro-appraisal items than on the pretest measures. Moderate to high effect sizes were observed for the six treatments, suggesting that the observation of teaching behaviors modeled on videos has positive practical effects on preservice teachers appraisals of their self-efficacy for specific teaching tasks. Results also indicated that only one micro-appraisal change score was significantly related to participants' instructional strategies self-efficacy change. However, the cumulative score of the six micro-appraisal changes was found to be moderately correlated with instructional strategies self-efficacy change, suggesting that cumulative scores of conceptually congruent items may be more predictive that individual items.

Author: Tanya Ovenden-Hope
Publisher: Routledge
ISBN: 0429556950
Category : Education
Languages : en
Pages : 185

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Book Description
This thought-provoking collection examines the challenge of teacher shortages that is of international concern. It presents multiple perspectives, and explores the commonalities and differences in approaches from around the world to understand possible solutions for the current teacher workforce crisis. Acknowledging that solutions to attract and retain teachers vary by country, region and in some cases locality, the contributors scrutinise a range of workforce planning interventions at local and government level, including financial incentives and early career support. The book draws on different perspectives to understand a range of problems that negatively affect teacher recruitment and retention, unpicking key challenges, including links between the disadvantages of location and access to teachers for coastal and rural schools, rising pupil numbers, declining school budgets and the role of professional learning in raising teacher status. Abundant in critiques, research-informed positions and context-specific discussions about the impact of teacher workforce supply and shortages, this book will be valuable reading for teacher educators, educational leaders, education policy makers and academics in the field.

Author: Wolfram Rollett
Publisher: Springer Nature
ISBN: 3030751503
Category : Education
Languages : en
Pages : 274

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Book Description
This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764

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Author: Catherine Beck
Publisher: Routledge
ISBN: 1317689771
Category : Education
Languages : en
Pages : 123

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Book Description
Given the current economic climate and budget constraints facing schools, funding for professional development is continually reduced. And yet administrators still need to find methods to implement new instructional initiatives, such as the Common Core State Standards. This important book provides leaders with a high quality professional development approach at a low cost—the Peer Observation Process. Outlined in manageable steps, this strategy will help leaders implement any new school initiative or instructional method, no matter the context. This book will help you: -Support staff with job-embedded learning that includes reflection and feedback -Get your staff excited and engage them in ongoing collaboration -Create teams and organize schedules -Initiate and deliver tough conversations -Address accountability and measure success Based on an established and successful program, this book outlines an effective approach that is easy to implement and will help schools increase student achievement, strengthen school culture, and improve job satisfaction.

Author: Jamie Porter Gourley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 222

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Book Description
School funding and legislation reflect the current practice in schools to prioritize professional development for educators to improve student academic success. The purpose of the current study was to investigate the perceived impact of a variety of professional development activites upon educator instructional practice to determine change in educator levels of self-efficacy.

Author: Anit Somech
Publisher: Routledge
ISBN: 9781138291041
Category :
Languages : en
Pages : 157

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Book Description
This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective. Chapters consider: understandings of teachers' OCB, its nature, components, and salience in schools personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB. Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.

Author: Andy Hargreaves
Publisher: Teachers College Press
ISBN: 0807771708
Category : Education
Languages : en
Pages : 241

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Book Description
The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].

Author: Michele Robert
Publisher: Psychology Press
ISBN: 1351224204
Category : Psychology
Languages : en
Pages : 807

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Book Description
The abstracts of the XXX International Congress of Psychology (July 2012, Cape Town) are published as a supplement to Volume 47 of the International Journal of Psychology. The published volume includes the abstracts of the invited addresses, symposia, oral and poster presentations, numbering over 5,000 separate contributions and creating an invaluable overview of the discipline of psychological science around the world today.