34,124 research outputs found
Impacts on Teacher Evaluations: The Importance of Building Capacity through Excellence in the Application of the Teacher Evaluation Process
Significant student learning and school improvement are dependent upon the teacher being the centerpiece (Tucker, Stronge, Gareis, & Beers, 2003; National Council of Teacher Quality, 2011). In maintaining the high standards associated with teaching responsibilities, educators are held accountable through performance evaluations. In the United States, teacher evaluations have long been a standard of practice largely determined by individual states and school districts. Additionally, teacher effectiveness has been guided by at least three pieces of national legislation, including the Elementary and Secondary Education Act (ESEA, 1965), the No Child Left Behind Act (NCLB, 2001) and the American Recovery and Reinvestment Act (ARRA, 2009), also referred to as the Stimulus or Recovery Act. With the expectation that the nation\u27s universities produce higher quality teachers and school districts hire highly qualified teachers, the profession finds itself under constant, critical scrutiny, most recently concerning the evaluation of teachers
The Impact of High Stakes Testing on School Leadership
As I observed and recorded a classroom teacher at the beginning of the spring semester, I remembered how much I enjoyed working with teachers to help them grow and become master teachers. While reflecting on this master teacher\u27s lesson, I pondered how drastically things have changed since I became a school administrator in 2001. I was amazed when the advanced academics teacher mentioned the State of Texas Assessments of Academic Readiness (STAAR) need a source for ST AAR on a number of occasions throughout her lesson. The intent of her comments was to bring awareness to these young learners about the upcoming tests
Communication, Affect, & Learning in the Classroom
The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.Preface1.Teaching As a Communication Process
The Instructional Communication Process
The Teacher
The Content
The Instructional Strategy
The Student
The Feedback/Evaluation
The Learning Environment/Instructional Context
Kibler’s Model of Instruction
The ADDIE Model of Instructional Design2.Communicating With Instructional Objectives
Why Some Teachers Resent Objectives
The Value of Objectives
What Objectives Should Communicate3.Instructional Communication Strategies
The Teacher As a Speaker
The Teacher As a Moderator
The Teacher As a Trainer
The Teacher As a Manager
The Teacher As a Coordinator & Innovator4.Communication, Affect, and Student Needs
Measuring Student Affect
Basic Academic Needs of Students
Traditional Interpersonal Need Models
Outcomes of Meeting Student Needs5.Learning Styles
What is Learning Style?
Dimensions of Learning Style and Their Assessment
Matching, Bridging, and Style-Flexing6.Classroom Anxieties and Fears
Communication Apprehension
Receiver Apprehension
Writing Apprehension
Fear of Teacher
Evaluation Apprehension
Classroom Anxiety
Probable Causes of Classroom Anxiety
Communication Strategies for Reducing Classroom Anxiety7.Communication And Student Self-Concept
Student Self-Concept: Some Definitions
Characteristics of the Self
Development of Student Self-Concept
Dimensions of Student Self-Concept
Self-Concept and Academic Achievement
Effects of Self-Concept on Achievement
Poker Chip Theory of Learning
Communication Strategies for Nurturing and Building Realistic Student Self-Concept8.Instructional Assessment:Feedback,Grading, and Affect
Defining the Assessment Process
Evaluative Feedback
Descriptive Feedback
Assessment and Affect
Competition and Cooperation in Learning Environments9.Traditional and Mastery Learning Systems
Traditional Education Systems
Mastery Learning
Modified Mastery Learning10.Student Misbehavior and Classroom Management
Why Students Misbehave
Categories of Student Behaviors
Students’ Effects on Affect in the Classroom
Communication, Affect, and Classroom Management
Communication Techniques for Increasing or Decreasing Student Behavior11.Teacher Misbehaviors and Communication
Why Teachers Misbehave
Common Teacher Misbehaviors
Implications for the Educational Systems12.Teacher Self-Concept and Communication
Dimensions of Teacher Self-Concept
Development of Teacher Self-Concept
Strategies for Increasing Teacher Self-Concept13.Increasing Classroom Affect Through
Teacher Communication Style
Communicator Style Concept
Types of Communicator Styles
Teacher Communication Style
Teacher Communicator Behaviors That Build Affect14.Teacher Temperament in the Classroom
Four Personality Types
Popular Sanguine
Perfect Melancholy
Powerful Choleric
Peaceful Phlegmatic
Personality Blends15.Teacher Communication: Performance and Burnout Teaching: A Multifaceted Job
Roles of an Instructional Manager
Teacher Burnout
Symptoms of Teacher Burnout
Causes of Teacher Burnout
Methods for Avoiding Burnout
Mentoring to Prevent BurnoutAppendix A To Mrs. Russell:
Without You This Never Would Have HappenedGlossaryInde
Herding Cats: Improving Law School Teaching
What makes a good law teacher? Is excellence in teaching largely a matter of intellectual brilliance, of superior organization and delivery of material, of friendliness and fairness to one\u27s students? Or does it have more to do with style, with stage presence, with the ability to engage an audience in the act of reflective and spontaneous thinking?
While the question of how to define and evaluate teaching necessarily bedevils deans and tenure committees who must make personnel decisions, the focus on defining the competent teacher has obscured from faculty attention the more fundamental question: how can we implement a system to improve faculty performance across the board? It is this question that law schools around the country have not adequately addressed.
Three years ago, the faculty of Franklin Pierce Law Center adopted a program to improve our classroom teaching. This article describes and evaluates that program, in which all three authors played a role
Evaluation Of Leading Education Program On Madrasah Aliyah Negeri Insan Cendekia Serpong Tangerang Selatan
Penelitian ini bertujuan untuk mengevaluasi pelaksanaan pendidikan di MAN Insan Cendekia Serpong sebagai sekolah terkemuka, dalam perspektif anteseden, transaksi, dan hasil. Penelitian ini menggunakan model evaluasi Countenance dari Pasak sebagai dasar metodologinya. Data dikumpulkan dari seluruh elemen pendidikan di MAN Insan Cendekia Serpong, termasuk kepala sekolah, guru, dan siswa kelas dua dan tiga. Data dikumpulkan menggunakan kuesioner, dokumentasi, observasi, dan wawancara. Hasil penelitian mengungkapkan berikut ini. Pertama, hampir semua yang aspek anteseden, seperti jumlah siswa dan kualitas input mahasiswa, ketersediaan sumber pendukung pembelajaran, kualitas guru, dalam kondisi ideal. Kedua, Secara internal, proses pendidikan di MAN Insan Cendekia berjalan dengan baik, dan secara eksternal terkait dengan fungsinya sebagai model, implementasinya belum optimal. Para siswa dan guru memandang bahwa implementasi pendidikan di MAN Insan Cendekia berjalan dengan baik, sehubungan dengan fasilitas belajar yang lebih lengkap daripada di sekolah lain. Dan akhirnya yang ketiga, prestasi belajar siswa MAN Insan Cendekia, yang ditunjukkan oleh skor mereka di UN dan berbagai tingkat prestasi, meningkat dibandingkan dengan hasil tahun-tahun sebelumnya, dan ini bisa dinilai sebagai pencapaian yang baik dari MAN Insan Cendekia dalam melakukan proses pendidikan
Teachers Pay and Conditions of Service Inquiry. Final report, part 1: parity, performance & progression
This is Part 1 (the first part of a 2 part report) that deals "with the issues of parity and equivalence
with pay levels in England and Wales and with the issues of teacher focussed
improvement and salary progression." - page 5
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