Essential Voices: Including Student and Parent Input in Teacher Evaluation

In this paper, we describe the need for student and parent input in teacher evaluation in New York City, summarize research demonstrating the validity and reliability of such measures, describe efforts other states and districts are undertaking to incorporate student and/or parent feedback into their own teacher evaluation systems, and provide recommendations to the DOE

Development Of Metacognitive And Discursive Activities In Indonesian Maths Teaching A theory based analysis of communication processes

We report on a German-Indonesian feasibility study which aims to significantly increase the mathematical skills of Indonesian secondary school students. For this study a learning environment for basic secondary school mathematics in class seven has been developed. It focuses on fostering cognitive, metacognitive and discursive activities. For the effectiveness of the new instructional concept it is necessary that those activities are an important feature of the teaching and learning culture in the classroom instruction. In this paper we present the theoretical framework for the new approach to teaching and learning. We use two transcript-based examples to exemplify and explain the observable features of this classroom culture und to formulate consequences for the following instruction development. Keywords: classroom culture, metacognition, discursivity, cognitive activatio

Personalised correction, feedback, and guidance in an automated tutoring system for skills training

In addition to knowledge, in various domains skills are equally important. Active learning and training are effective forms of education. We present an automated skills training system for a database programming environment that promotes procedural knowledge acquisition and skills training. The system provides support features such as correction of solutions, feedback and personalised guidance, similar to interactions with a human tutor. Specifically, we address synchronous feedback and guidance based on personalised assessment. Each of these features is automated and includes a level of personalisation and adaptation. At the core of the system is a pattern-based error classification and correction component that analyses student input

An exploratory study of differing perceptions of error correction between a teacher and students: Bridging the gap

This study was designed to measure and bridge the mismatch in perceptions of error correction (EC) between a teacher and his students. The participants were 32 students in two intact, beginner-level Spanish classes at a mid-size university in the Southwest of the US. The treatment consisted of two learner training (LT) sessions (see Reiss, 1981) in which the teacher explained to the students his approach to correcting written mistakes. Alternate forms of a questionnaire were administered on three occasions in order to obtain data about the students’ opinions. A review of the literature identified four main issues related to EC that teachers and students disagree on: discouragement, learner readiness, meaning focus, and grammar. These four areas were therefore the focus of both the LT sessions and the questionnaires. The results showed a significant change in the students’ perceptions related to EC after the treatment. Thus, the paper concludes by calling for studies and methodologies that consider a more open and fluid dialogue between second language acquisition (SLA) findings, L2 classrooms, and students’ awareness of their L2 learning

Syllabus design for 4ESO

Máster Universitario en Formación del Profesorado de ESO, Bachillerato, Formación Profesional y Enseñanza de Idiomas. Especialidad en Inglés (M086

Integrating Student Led Conferences into an Elementary Classroom

Improving student learning and responsibility using student led conferences was studied. A guide for implementing student led conferences in an elementary school was developed and has been implemented at Camelot Elementary School. The results of the guide support that student led conferences can be utilized by general education teachers to enhance their students ability to develop an understanding of their learning and its processes. Through student led conferences, students learn to effectively set personal academic goals, improve their communication skills and become more active in their learning. The use of student led conferences has also provided evidence that participation and involvement of parents in their child\u27s educational development increases