The Relationship Between the Student Teachers\u27 Self-reflection of Performance and the Student Teachers\u27 Performance Evaluation as Viewed by their Evaluation Team

The purpose of this correlational study was to explore the relationship between the student teachers\u27 self-reflection of performance and the student teachers\u27 performance evaluation as viewed by their evaluation team. The study involved the use of a Student Teaching Evaluation instrument based on the Framework for Evaluation and Professional Growth that has been adopted by the Tennessee State Department of Education as the procedure through which K-12 public school teachers are evaluated. This study focused on the student teachers\u27 self-reflection as measured against their on-site evaluation team\u27s appraisal. The subjects of the study were 108 student teachers in elementary and secondary education in attendance at the University of Tennessee at Chattanooga, during the Spring Semester of 1999, who were assigned to a Professional Development School (PDS) II to complete their student teaching and the student teachers\u27 evaluation teams (teams of cooperating teachers employed by the Hamilton County Public Schools). The Student Teaching Evaluation instrument focused on six areas: (1) planning, which included nine descriptors, six in which correlations were statistically significant at the .05 level. (2) teaching strategies, which included thirteen descriptors, six in which correlations were statistically significant at the .05 level. (3) assessment and evaluation, which included eleven descriptors, four in which correlations were statistically significant at the .05 level. (4) learning environment, which included eight descriptors, five in which correlations were statistically significant at the .05 level. (5) professional growth, which included nine descriptors, eight in which correlations were statistically significant at the .05 level. (6) communication, which included six descriptors, three in which correlations were statistically significant at the .05 level. Although the correlations on the majority of the descriptors indicated a statistically significant relationship between the student teachers\u27 self-reflection of performance and the student teachers\u27 performance evaluation as viewed by their evaluation team, the practical significance of that relationship, as defined by Hinkle et al (1994), indicated a rather low practical correlation on each descriptor

2018 Proceedings: Sixth Annual Reynolds Chair Symposium

This year’s Reynolds’ Symposium featured a partnering of the School of Religion with the School of Education and Psychology.https://knowledge.e.southern.edu/reysymp/1005/thumbnail.jp

Analysis of Outcomes in Ischemic vs Nonischemic Cardiomyopathy in Patients With Atrial Fibrillation A Report From the GARFIELD-AF Registry

IMPORTANCE Congestive heart failure (CHF) is commonly associated with nonvalvular atrial fibrillation (AF), and their combination may affect treatment strategies and outcomes