Results of a Study of a Teaching-Credential Program's Impact on Recent Graduates (original) (raw)
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1994
This paper addresses issues surrounding attempts to describe instructional practices and learning opportunities. It draws from the data and experiences of researchers associated with the Reform Up Close (RUC) Study conducted by the Consortium for Policy Research in Education (CPRE) for the National Science Foundation. The paper focuses on the instrumentation used, the usefulness of such data, and lessons learned from the process. The data, collected from 18 schools in 6 states during 1990-91, involved: (1) daily logs and weekly surveys of instructional practices completed by 62 teachers of target courses; (2) observations of 75 target teachers; (3) interviews with 81 target teachers, 76 school administrators., 44 district administrators, and 18 education agency administrators; and (4) a survey of 312 mathematics and science teachers. The RUC design examined classroom practice from three perspectives-that of the observer/researcher, the day-today perspective of the teacher, and the perspective of the teacher in answering survey questions about classroom practice for an entire semester. Analyses of the data support the usefulness of survey measures of instructional practice and learning opportunities. The log data provided rich descriptions, the observations served a benchmark function, and the questionnaire data indicated the degree of log-data generalizability. Data showed strong lvoels of agreement between observation and log data, as well as strong agreement between log and questionnaire data. A conclusion is that the use of multiple instruments and data types provides an excellent means for checking validity and identifies data limitations or errors. Six tables are included. Appendices contain samples of the questionnaires, teacher logs, and the classroom observation form.
Journal of Teacher Education, 2006
The Performance Assessment for California Teachers (PACT) was developed in response to a California State mandate (SB 2042), requiring teacher preparation programs to use performance assessments as one measure in making credentialing decisions. In this article, results are examined from statewide implementation of the PACT assessments during the first 2 pilot years. Despite the limitation of only 2 years of data, 3 years of implementation experiences have informed participating programs about how they can better support candidate learning and identify areas for examination. In addition, this research suggests that the PACT performance assessment can be used in teacher education as a valid measure of individual teacher competence for the purpose of teacher licensure and as a powerful tool for teacher learning and program improvement.
Teacher Education Quarterly, 2005
There is widespread understanding of the need to evaluate teacher education programs. For example, the importance of conducting program evaluations has been addressed in past, as well as current, National Council for Accreditation of Teacher Education (NCATE) standards. There is a widespread expectation for teacher educators to provide evidence of effectiveness of regular, as well as innovative, programs. Additional impetus is present in the No Child Left Behind Act of 2001 with its mandate to school districts to place high quality teachers in every classroom. Policy makers, the media, fellow teacher educators, and teacher education candidates all assume that their programs are effective and that supporting documentation is readily available. Unfortunately, the history of teacher education program evaluation is spotty, evolutionary, and limited in scope. However, there exists a convergence of new expectations, policies, and methodologies for gath
2003
This study examined how participation in a weekly study group influenced the educational practices of four teachers from a rural high school on O'ahu, Hawai'i. The study group focused on understanding and implementing the Standards for Effective Pedagogy, principles for effective teaching that have been described by the Center for Research on Education, Diversity and Excellence (CREDE). Teachers were videotaped at the beginning and end ofthe school year while teaching in the classroom and during fieldwork. The videotapes were analyzed to determine the extent to which instruction reflected enactment of the Standards. Teachers were interviewed at the beginning and the end ofthe school year about their classroom practices and teaching philosophy and asked to maintain teaching journals relating to implementation of the Standards. Results indicate that the teachers' with the most and least teaching experience changed the most throughout the year.
IJMRE, 2021
This study would like to determine if the different teaching strategies will have a relationship with the Bachelor of Elementary Education Students Learning Outcome. The study used a descriptive survey design of research. According to Aggarwal (2008), descriptive research is devoted to gathering information about prevailing conditions or situations for description and interpretation. Data were analyzed using the IBM SPSS Statistics 2.0. It was found out that the instructors at a State University frequently used different teaching strategies effectively. BEED students are much aware of the program's learning outcomes and program performance indicators. However, it seems that instructors are using traditional teaching strategies more often it must imply for the instructors to use modern technology. Because of the findings and conclusions, the researcher recommends that a.) Although the instructors frequently used different teaching strategies effectively, instructors can use a combination of traditional and modern teaching strategies to address students' varying learning styles and academics as well as to make the learning environment dynamic and motivational for students. The teacher education program profession may explore implementing hybrid designs of learning, b.) The State University should be student-centered rather than teacher-centered, in that way it describes what the students will do, not what the instructor will teach, c.) The University should allow teachers and administrators to focus on the balance between the content across curricula. It allows them to look into each classroom and see what children learn and helps them gather data on redundancies or gaps in the course content, and d.) Training design is never considered to be done, there is always ongoing development seeking to improve student learning and content quality across schools, therefore instructors should continuously assess and may revise to ensure students get the most out of their education, and for instructors to use the most effective strategies in their lessons.
Examining Teachers' Use of Evidence-Based Practices During Core Mathematics Instruction
Assessment for Effective Intervention, 2014
The extent to which teachers implement evidence-based practices, such as explicit instruction, is critical for improving students' mathematics achievement. The purpose of this study was to examine the effect of the kindergarten Early Learning in Mathematics (ELM) curriculum on teachers' use of explicit mathematics instruction in core educational settings. Observation data for the study were collected during a randomized controlled trial designed to investigate the efficacy of the ELM curriculum. A multifaceted observation system was used to examine teachers' provision of high-quality and intensive instructional interactions during core mathematics instruction. A total of 379 observations were conducted in 129 classrooms (68 treatment and 61 comparison), involving approximately 2,700 students from 46 schools in Oregon and Texas. Results indicate that ELM classroom teachers delivered significantly higher rates of practice opportunities for individuals and groups of students compared with comparison classroom teachers who implemented standard district mathematics instruction. Implications for instruction are discussed.
Research and Teacher Effectiveness
1984
This paper presents one researcher's premise that the most important variable in determining classroom effectiveness is the congruonce of the delivered curriculum with the desired outcomes or, that students be given the opportunity to learn what is expected of them. This theory presupposes that curriculum expectations be made clear to students, and that students be given sufficient time and resources to achieve those expectations. The role of administrators is therefore to make these expectations clear to teachers, to provide teachers with the means to carry them out, and to assure that teachers do carry the goals out. Teachers and administrators must share a common belief that certain outcomes are expected for students at a given grade lever'-in a given school. Evaluation devices must also be geared precisely to these specific curricular goals. Thre4 important related concepts are defined and discussed: allocated time, engaged time, and success rate. These concepts are then brought together into a single concept of academic learning time, defined as engaged time with materials or activities that produce a high success rest*, and are related to outcome measures. This concept of academic learning time is shown be a good predictor of classroom effectiveness. The paper concludes with general observations on the utility of research in assessing teacher effectiveness. (TE)
Learning Disability Quarterly
Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one group that used standard practices in Year 1 of the efficacy trial and the core program in Year 2, and a second group that used the core program in both years. Targeted teaching practices consisted of teacher models, student practice opportunities, and teacher-provided academic feedback. Implementation of the program in Year 2 was found to increase the mean rates of teaching practices of teachers who used standard teaching practices in Year 1. Effect sizes are also suggestive of a positive impact of a second year of implementation with the core program. Implications for designing explicit mathematics programs and investigating evidence-bas...
International Journal of Humanities and Social Science, 2018
The present study examined the relationship between observer scores on three unique classroom observational assessments: the Danielson Framework for Teaching, the Classroom Strategies Assessment System, and the Instructional Learning Opportunities Guidance System. Each observational assessment measures teaching practices from a different theoretical perspective and methodological framework. Nine observers were trained to criterion for each measure and independently coded a series of ten classroom videos from teachers in Grades K to 12 using the FFT, CSAS, and MyiLOGS. Viewing order of the videos and measure completion for each observer was randomized to prevent presentation order bias. Pearson correlations were computed between measures. Findings indicated that the measures offer conceptually similar and dissimilar constructs, and yield complementary information for educator evaluation practices. Implications for research, practice, and policy are presented.