Social class (in)visibility and the professional experiences of middle-class novice teachers

This article focuses upon the classed and early professional experiences of middle-class novice teachers in England experiencing and contemplating working in schools serving socio-economically disadvantaged communities. Through an examination of the visibility and invisibility of social class in education set within an increasingly unequal and changed social landscape, the article reports upon research which seeks to better understand the class identities of these teachers. Evidence is presented of the key, yet complex, role that social class occupies within the working lives of new teachers and reveals the different ways in which teachers respond to the classed dimensions of their early professional experiences. It is concluded that the fundamentally important role that social class plays in terms of shaping early professional experiences in teaching suggests the need not only for a commensurately enhanced focus as part of early professional development, but also for attention that is sensitively attuned to the class identities of teachers

Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes

This paper studies the impact of different teacher and class characteristics on third graders' outcomes. It uses a feature of the French system in which some novice teachers start their jobs before receiving any training. Three categories of teachers are included in the sample: experienced teachers, trained novice teachers and untrained novice teachers. To identify the effects, we use administrative mistakes in forecasting the number of teachers. We find that trained and untrained novice teachers are assigned to similar classes, whereas experienced teachers have better students located in better environments. Hence, in order to match similar students and classes, we focus on pupils with novice teachers and discard those with experienced teachers. In addition, we show that the same sample can be used to estimate the causal effect of class size on students' outcomes. Our findings are: (1) teachers' training substantially improves students' test scores in mathematics; (2) this training effect does not rely on different teaching practices, but mainly on subject matter competence; untrained teachers who majored in sciences at university improve their students' achievement as much as trained teachers do; (3) the class size effect is substantial and significant; class size does not seem to be correlated with instructional practices; (4) teachers' training does not improve the scores of initially low-achieving students and classes; on the contrary, a smaller class is more beneficial to low-achieving students within classes and to all students in low-achieving classes.teachers' training, class size

Teacher experience and the class size effect - experimental evidence

We analyze teacher experience as a moderating factor for the effect of class size reduction on student achievement in the early grades using data from the Tennessee STAR experiment with random assignment of teachers and students to classes of different size. The analysis is motivated by the high costs of class size reductions and the need to identify the circumstances under which this investment is most rewarding. We find a class size effect only for senior teachers. The effect is most pronounced for higher and average-performing students. We further show that senior teachers outperform rookies only in small classes. The results have straightforward policy implications. Interestingly, the class size effect is most likely due to a higher quality of instruction in small classes and not due to less disruptions. --class size reduction,teacher experience,student achievement

The Class Size Controversy

[Excerpt] When we ask whether class size matters for achievement, it is essential to ask also, how class size matters. This is important for three reasons. First, if we can observe not only achievement differences, but also the mechanisms through which the differences are produced, this will increase our confidence that the differences are real, and not an artifact of some unmeasured or inadequately controlled condition. Second, the effects of class size may vary in different circumstances, and identifying how class size affects achievement will help us to understand why the effects of class size are variable. Third, the potential benefits of class size reduction may be greater than what we observe. For example, suppose class size reductions aid achievement, but only when teachers modify instructional practices to take advantage of the smaller classes. If a few teachers make such modifications, but most do not, then understanding how class size affects achievement in some cases will help reveal its potential effects, even if the potential is generally unrealized

Teacher Monitoring Application in Teaching Based on CodeIgniter Framework in High Schools

This is Teacher monitoring in teaching at one Karawang Middle School, is needed to monitor teachers in teaching in class so it can be seen whether the teacher often does teaching and learning activities or not, teachers do not always attend school then carry out teaching and learning activities and also not teachers are not in attendance does not give assignments as a substitute for learning. This monitoring application can support the teacher monitoring process in teaching in the classroom. The system development method used is a waterfall and uses PHP and MySQL. This application is a consideration of how often the teacher teaches in class

Are Class Size Differences Related to Pupils' Educational Progress and Classroom Processes? Findings from the Institute of Education Class Size Study of Children Aged 5-7 Years

Despite evidence from the USA that children in small classes of less than 20 do better academically there is still a vociferous debate about the effects of class size differences in schools, and considerable gaps in our understanding of the effects of class size differences. This article summarises results from the most complete UK analysis to date of the educational consequences of class size differences. The study had two aims: first, to establish whether class size differences affect pupils' academic achievement; and second, to study connections between class size and classroom processes, which might explain any differences found. The study had a number of features that were designed to be an improvement on previous research. It used an 'observational' approach, rather than an interventionist one, in order to capture the nature of the relationship between class size and achievement across the full range of observed classes, and it employed a longitudinal design with baseline assessment to adjust for possible non-random selection of children into classes. The study followed a large sample of over 10,000 children from school entry through the infant stage, i.e. children aged 4-7 years. It used multilevel statistical procedures to model effects of class size differences while controlling for sources of variation that might affect the relationship with academic achievement, and a multimethod research approach, integrating teachers' judgements and experiences with case studies, and also carefully designed time allocation estimates and systematic observation data. Results showed that there was a clear effect of class size differences on children's academic attainment over the (first) Reception year. In the case of literacy, the lowest attainers on entry to school benefited most from small classes, particularly below 25. Connections between class size and classroom processes were examined and a summary model of relationships presented. Effects were multiple, not singular; in largeclasses there are more large groups and this presented teachers with more difficulties, in smaller classes there was more individual teacher contact with pupils and more support for learning, and in larger classes there was more pupil inattentiveness and off-task behaviour. Results support a contextual approach to classroom learning, within which class size differences have effects on both teachers and pupils. It is concluded that much will depend on how teachers adapt their teaching to different class sizes and that more could be done in teacher training and professional development to address contextual features like size of class

Classroom contexts: Connections between class size and within class grouping

Background. There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils' academic progress this still leaves unanswered important questions about what mediates the effect. Aims. This paper is informed by a classroom contextual perspective, and examines associations between class size and within class groupings (in terms of size and number of groups, adult presence in groups, and type of interaction between grouping members). Age differences in these relationships are also explored. Samples. The quantitative study is based on analysis of 3157 groupings, from 672 Reception, Year 2 and Year 5 classes in 331 schools. The qualitative study was based on 12 classes in 8 case study schools, and questionnaire responses completed by over 100 class teachers. Methods. Links between size of class and within class groupings were examined on the basis of a 'grouping mapping survey', in which teachers at a given time in the school day provided information on group size and number, adult presence, and type of interaction between pupils, and complementary qualitative analyses of data from teacher-completed questionnaires, and interviews. Results. The number of groups in a class increased with the size of the class. Over all three year groups, small classes had on average just over three groups, while large classes approached six groups. The size of groups in the class decreased with size of class. In class sizes over 25, pupils were more likely to be in a large group of 7-10, while in classes under 25 they were more likely to be in whole class groupings. Qualitative analyses showed that teachers felt that groups of 7-10 pupils had negative educational effects, for example, in terms of the quality and quantity of teaching and children's concentration and contribution in groups. Conclusions. Results suggest that the effects of class size can be best seen as through the size and number of groups, which will then have implications for learning experiences. So while debate about size of class has often been in terms of reduced size of class resulting in pupil academic gains, it is also important educationally to consider within class grouping size and number, and their effects.link_to_subscribed_fulltex

EFFECT OF DETERMINATION OF MINIMAL EXHAUSTIVE CRITERIA ON THE IMPLEMENTATION OF LEARNING PROCESS IN BUILDING DRAWING DEPARTMENT OF SMK NEGERI 2 PENGASIH

The application of minimal exhaustive criteria in study setting is an initial stage of the implementation of study result assessment as a part path for developing KTSP. Minimal exhaustive criteria is the qualification for minimum passing grade which constitutes as student competence achievement standard. The application of minimal exhaustive criteria will give positive effects for students and also teachers in order that can reach the grade according to minimal exhaustive criteria. This study was aimed to understand 1) effects of minimal exhaustive criteria decree in department of construction drawing of SMK N 2 Pengasih towards learning motivation of class XII students, 2) effects of minimal exhaustive criteria decree in department of construction drawing of SMK N 2 Pengasih towards learning discipline of class XII students, 3) effects of minimal exhaustive criteria decree in Department of Construction Drawing towards teaching methods of class XII teachers. This study is a quantitative research description. This research is a case study in SMK Negeri 2 Pengasih Programs XII-class image building. Data collection was using the documentation and questionnaires. Data analysis was using quantitative analysis techniques and results description. The result of this study showed in minimal exhaustive criteria application achievement in Department of Construction Drawing of SMK N 2 Pengasih for productive subjects class XII, was found that each productive subject has reached minimal exhaustive criteria with average grade above 75.00 and all students’ grade in every subjects reach above 75.00. Effects of minimal exhaustive criteria decree towards student learning motivation known as much as 58.7%, students are categorized in highly learning motivated. Effects of minimal exhaustive criteria decree towards student learning discipline showed result that 55.6% of students have highly learning discipline categorization. Effects of minimal exhaustive criteria decree towards learning quality by class XII was found that as much as 50% of the teachers have learning quality in very good categorization and as much as 50% of the teachers have learning quality in good categorization. Keyword : Influence, minimal exhaustive criteria, Learnin

Sodelovalne ucne oblike pri jezikovnem delu pouka slovenscine v osnovni soli

In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers’ awareness and encourage them to design and execute cooperative learning more frequently. (DIPF/Orig.

The staffing of science departments in New Zealand secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University

This thesis attempts to ascertain the state of staffing in science departments of New Zealand Secondary Schools as at 1st September 1980. This study updates, and extends, the work done by E.J. Searle (1954) and O. Taylor (1965) of producing data about the staffing of science departments in secondary schools. The survey consisted of two different questionnaire forms. One was to be completed by the Head of Department (H.O.D.) Science while a second form was completed by every teacher in the schools who was teaching one or more science classes. The questionnaires were sent to all State and Private Secondary Schools, District High Schools and the Form 3-7 departments of Form 1-7 Schools. A response from 70% of the schools resulted. The major areas for which information was obtained included: qualifications held and qualifications relevant to senior science subjects being taught, the percentage of trained teachers teaching science, salaries, the resources available to the teacher of science, the main areas of concern in science education as perceived by the teacher of science, and information from H.O.D s about the numbers of science teachers leaving teaching and the type of employment they had gone to. Information was also obtained relating to class sizes, the level of training and the teaching ability of teachers in training (i.e. those on Section and List A teachers), morale in science departments, the extent to which science teachers have become subject specialists and the type of people involved in part-time science teaching. The responses made were hand coded by the researcher, punched on to computer discs and the necessary sorting and statistical analyses were done by Massey University's B6700 Computer. Listed below are some of the major findings of the project. It seems that most teachers of science teach mainly science (81.7%) which is a marked increase in subject specialisation since 1965. The teacher of science is generally much better qualified than in 1965 and 86.6% of the sample were trained teachers. Teachers with tertiary qualifications in Education, other than the Diploma in Teaching, are quite rare (13%). One of the major findings of Taylor's 1965 survey was that 57.7% of the science teachers in District High Schools and F. 1-7 Schools lacked completed degrees or diplomas. This value has now dropped to 20.5%. Most teachers (76.4%) are reasonably happy with their present salary even though they do lack salary relativity with other professions having similar qualifications. Excluding salary considerations, 64.4% of the sample were reasonably happy with their present situation as post-primary teachers of science. Science teachers did, however, recommend most strongly that less class contact time, better equipment and textbooks, more technician assistance and smaller teacher/pupil ratios are essential requisites of future modifications to their present conditions. There is a definite shortage of well-trained, well qualified teachers which has to some extent been improved by the recruitment of teachers from overseas. For the schools in the sample the total shortage of science teachers was 1170 class contact hours per week. The mean size of a science class has remained static at 23 over the past twenty-six years since Searle's 1954 survey. The thesis concludes with some recommendations of future changes that the researcher feels would help improve staffing and conditions in the science departments of New Zealand secondary schools