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1.
Andrew Skourdoumbis 《Educational Research for Policy and Practice》2017,16(3):205-217
This paper is a critique of the school education productivity evaluation and two research constructs germane to it, teacher quality and teacher effectiveness. The paper will argue that policy inceptions of teacher quality and teacher effectiveness proxy for the productive capacity of schools and more broadly, school systems. Student achievement scores as determined by high stakes testing are the school education outputs of policy significance in current times while inputs thought to matter are increasingly tapered towards the particular characteristics of classroom teachers, specifically their quality (usually credentials) and effectiveness (teaching behaviours). The paper finds that attributing school system success largely to teachers and their work, especially in terms of their classroom teaching practice(s), distorts the school education policy agenda so that evaluations of school productivity purely serve accountability purposes. 相似文献
2.
Timothy G. Ford 《Educational Assessment, Evaluation and Accountability》2018,30(3):251-283
Spurred by Race to the Top, efforts to improve teacher evaluation systems have provided states with an opportunity to get teacher evaluation right. Despite the fact that a core reform area of Race to the Top was the use of teacher evaluation to provide on-going and meaningful feedback for instructional decision making, we still know relatively little about how states’ responses in this area have led to changes in teachers’ use of these sources of data for instructional improvement. Self-determination theory (SDT) and the concept of functional significance was utilized as a lens for understanding and explaining patterns of use (or non-use) of Compass-generated evaluation data by teachers over a period of 3 years in a diverse sample of Louisiana elementary schools. The analysis revealed that the majority of teachers exhibited either controlled or amotivated functional orientations to Compass-generated information, and this resulted in low or superficial use for improvement. Perceptions of the validity/utility of teacher evaluation data were critical determinants of use and were multifaceted: In some cases, teachers had concerns about how state and district assessments would harm vulnerable students, while some questioned the credibility and/or fairness of the feedback. These perceptions were compounded by (a) the lack of experience of evaluators in evaluating teachers with more specialized roles in the school, such as special education teachers; (b) a lack of support in terms of training on Compass and its processes; and (c) lack of teacher autonomy in selecting appropriate assessments and targets for Student Learning Target growth. 相似文献
3.
教师文化病理现象透析 总被引：1，自引：0，他引：1
教师文化对于促进教师专业发展、优化师资队伍建设,进而提高学校管理质量发挥着举足轻重的作用.然而,目前学校组织中普遍存在着教师文化病理现象,严重阻碍着学校的发展,主要表现为:相互隔离,各自为阵;机械操作,按部就班;主体缺失,放弃管理;丧失动力,迷失自我.笔者认为可以从以下几个方面进行矫治:学校组织层面上,加强民主管理,革新评价机制;教师领导层面上,创造和谐环境,引导自然合作;教师自我层面上,更新传统观念,倡导专业反思. 相似文献
4.
Britta Oerke Nele McElvany Annika Ohle-Peters Holger Horz Mark Ullrich 《Zeitschrift für Erziehungswissenschaft》2018,21(4):793-815
Teachers’ attitudes, motivation and self-efficacy are aspects of their professional competence affecting students’ motivation and learning via instructional behavior. In the present study, school type-specific differences in these teacher competencies and their relation to instruction when teaching with texts and integrated pictures are analyzed, further focusing on effects of school subject and teaching experience. Teachers (N?=?265) of primary school, lower and upper track secondary school filled in questionnaires. Primary school teachers were less intrinsically motivated to teach text-picture integration than secondary school teachers. They showed more negative attitudes towards texts with pictures than upper track teachers and avoided discussing the picture to a higher degree. All teacher characteristics predicted instructional behavior, further school type-specific effects of the subject occurred. The results provide starting points for teacher training and the potential for further research concerning the support of students in class. 相似文献
5.
Marcus Pietsch Markus Lücken Franziska Thonke Stefan Klitsche Frank Musekamp 《Zeitschrift für Erziehungswissenschaft》2016,19(3):527-555
Indicators and instruments for determining and measuring school quality within inspection systems are usually based on frameworks for inspection. These frameworks rely heavily upon school and teacher effectiveness research. Thus, a central assumption is that the effectiveness and improvement-oriented school conditions, as measured within an inspection, are related to student achievement. It is unclear if this assumption really holds true, as empirical evidence is still lacking. This study uses data from a random sampling of schools (n = 37) and teachers (n = 1663) and the achievement data from students (n = 23,943) to validate the interpretations and uses of school inspection results regarding the factor school leadership. The study follows Kane’s argument-based approach for validation. Results reveal that principals of schools with recurrent high student achievement very often demonstrate instructional leadership. It is evident that these principals are also leading in a fundamentally different way from principals in schools with lower achievement in that they lead with the specific school context in mind. The study demonstrates that it is possible to make inferences from scores provided by school inspections and to generalize from them. However, this generalizability does not extend to making extrapolations or decisions based on these scores. The analyses make it clear that providing feedback solely on the strengths and weakness of a school is insufficient when it comes to stimulating school improvement through inspection. 相似文献
6.
Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a two-stage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th–9th grades) and high school (10th–12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre- and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be necessary conditions for overcoming the challenges that teacher education is still facing in Portugal and worldwide. 相似文献
7.
The present study aims to determine how much the quality of teaching varies among and within under-performing schools. 1266 classroom observations were conducted in 260 schools across Chile. An index of teaching quality was constructed to analyze its variance. It was found that only 4.8% of the variance is explained by the teacher’s school. This suggests that the variance in the quality of teaching is not among schools, but within teachers from the same school. These results are important for public policy, especially in the field of professional development, as they suggest that best practices can be found at under-performing schools. 相似文献
8.
Christian Marx Annika Goeze Thamar Voss Verena Hoehne Viola Katharina Klotz Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2017,20(1):165-200
Teachers’ pedagogical/psychological knowledge (PPK) is an important aspect of teacher competence. All conceptualisations developed so far assume that PPK is general and not specific for subjects or educational contexts. The authors take up this assumption and examine empirically whether PPK of school teachers and adult education teachers is general, i.?e. generic for subjects and educational contexts. Based on a conceptualisation validated through an expert survey (N = 44) the development of a digital test instrument with text- and videobased items is described. The article reports on the results of the structure, reliability, and DIF analyses of two PPK-facets on a total of N = 212 school and adult education teachers; analyses showed that both facets can be measured reliably with only small DIF-effects. The results point to the fact that – largely in line with the results of a literature content analysis and the expert survey – PPK is general over educational contexts. Finally, results are discussed with regard to the potentials of videobased instruments to measure teachers’ professional competence. 相似文献
9.
Using Variables in School Mathematics: Do School Mathematics Curricula Provide Support for Teachers?
James Dogbey 《International Journal of Science and Mathematics Education》2016,14(6):1175-1196
This study employed content analysis to examine 3 popular middle-grades mathematics curricula in the USA on the support they provide for teachers to implement concepts associated with variables in school mathematics. The results indicate that each of the 3 curricula provides some type of support for teachers, but in a varied amount and quality. More specifically, whereas the University of Chicago School Mathematics Project (UCSMP) curriculum provides support for teachers on several aspects of using variables in school mathematics, the support found in the Connected Mathematics 2 and the Math Connects curricula focused mainly on one conception of variables—namely, the use of variables as quantity that varies in the Connected Mathematics 2 curriculum and the use of variables as specific unknowns in the Math Connects curriculum. Overall, the UCSMP curriculum provides the most support for teachers, followed by the Connected Mathematics 2 curriculum, with the Math Connects curriculum recording the least support for teachers to enact variable concepts. It is worth pointing out that, although the 3 curricula collectively provide guidance for teachers to implement variable ideas within meaningful real-world contexts, the supports identified in the respective curriculum were not sufficient in addressing all of the areas that are essential for teaching the many concepts associated with variables in school mathematics effectively. Recommendations for curriculum developers and for international researchers with interest in the roles of variables in school mathematics are provided. 相似文献
10.
Play researchers and theorists have cautioned that children’s early play is changing in a manner that is detrimental to their development. Meanwhile U.S. governmental pressures and increasingly higher standards for education are changing the landscape of kindergarten and early learning. This study investigates the relationship between children’s out-of-school play and their educational readiness. Parents of kindergarten students in a suburban Midwestern school district completed the Child Play Survey on time their children spent in out-of-school play. Kindergarten teachers rated students on three domains of readiness using the newly devised Illinois Kindergarten Individual Development Survey (KIDS 2015): Attention to Learning—Self-Regulation (ATL-REG); Social and Emotional Development (SED); and Language and Literacy Development (LLD). Correlational and regression analyses suggest that time in out-of-school play is not positively associated to teacher ratings of academic and behavioral performance in kindergarten. Rather, increased time in outdoor play on school days and non-school days resulted in lower scores on all three readiness domains. Time in outdoor play was correlated to free-reduced lunch eligibility, the socioeconomic measure utilized in the study. Parent education level, income level, attendance at 3-year-old preschool and daycare attendance were found to positively influence readiness measures. Implications for future research are presented. 相似文献
11.
Kerstin Drossel Birgit Eickelmann Julia Gerick 《Education and Information Technologies》2017,22(2):551-573
This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level. 相似文献
12.
This article centres on teacher retention and its importance for achieving quality education for all. It analyses the state of early career teaching attrition and turnover in Chile over a ten-year period, and goes on more closely to the study of new teacher trajectories over their first two years of teaching. In line with literature on issues of retention/attrition it considers the impact of school conditions and changes in professional satisfaction and self-efficacy perceptions in the early years of teaching. Data sources include econometric analysis of existing databases as well as surveys, interviews and narratives. Quantitative results indicate high attrition rates of early career teachers in Chile, and teacher narratives show “critical” as well as “protective” conditions that foreshadow decisions to leave or the stay in the profession. 相似文献
13.
This paper analyzes the relationship between teacher evaluation policies in Chile and Uruguay, teacher professional development, and teacher performance effectiveness. The analysis tries to understand the extent to which the existing processes for teacher evaluation stimulate an improvement in the quality of teaching. The comparison of two national cases with similar educational results but radically different educational policies allows the authors to take a close look within the ‘black box’ of educational policy-making. The paper is based on in-depth analysis of the PISA survey to heads of schools and in-depth interviews with teachers, heads, and key informants. The paper finds that policies aiming to strengthen teacher development and teacher performance through teacher evaluation cannot be understood in dichotomist ways; lack of attention to teachers’ perspectives and unintended effects of policy implementation can lead to marginal effects. Uruguay, where teacher evaluation policies have weak practical effects, has managed to obtain similar educational results to Chile. However, the experience of Chile shows that teacher evaluation can have an effect on teacher professional development and, in the long run, this may have an effect on the quality of teaching and student results. 相似文献
14.
This paper presents an empirical analysis of the socioeconomic status (SES) school segregation in Chile, whose educational system is regarded as an extreme case of a market-oriented education. The study estimated the magnitude and evolution of the SES segregation of schools at both national and local levels, and it studied the relationship between some local educational market dynamics and the observed magnitude of SES school segregation at municipal level. The main findings were: first, the magnitude of the SES segregation of both low-SES and high-SES students in Chile was very high (Duncan Index ranged from 0.50 to 0.60 in 2008); second, during the last decade, SES school segregation tended to slightly increase in Chile, especially in high schools (both public and private schools); third, private schools – including voucher schools – were more segregated than public schools for both low-SES and high-SES students; and finally, some market dynamics operating in the Chilean education (like privatization, school choice, and fee-paying) accounted for a relevant proportion of the observed variation in SES school segregation at municipal level. These findings are analyzed from an educational policy perspective in which the link between SES school segregation and market-oriented mechanisms in education plays a fundamental role. 相似文献
15.
实施人才强校战略加强高职师资建设 总被引：1，自引：0，他引：1
单嵩麟 《宁波职业技术学院学报》2004,8(5):31-33
面对我国高职教育发展改革的新形势、新问题和新挑战,必须以创新的思路实施人才强校战略。“人才强校”的核心是要建设一支高素质高水平的高职师资队伍。为此,要解决我国目前高职师资队伍建设存在的师资总量不足,教师来源渠道单一,教师队伍结构不合理,教师管理机制不完善,教师培养体系不健全等问题。 相似文献
16.
Meghan Odsliv Bratkovich 《Science & Education》2018,27(7-8):769-782
The work of science is a linguistic act. However, like history and philosophy of science, language has frequently been isolated from science content due to factors such as school departmentalization and narrow definitions of what it means to teach, know, and do science. This conceptual article seeks to recognize and recognize—to understand and yet rethink—science content in light of the vision of science expected by academic standards. Achieving that vision requires new perspectives in science teaching and teacher education that look into the role that science language expectations play in science content. These perspectives reposition attention to language from a hidden, overlooked, or outsourced aspect of science teaching, to one at its core. To help bring teachers and teacher educators into this integrative view of science content, this article offers a mirror, a prism, and a lens as three metaphorical tools to explore the essential roles that language plays for, in, and as science content. The reflection, refraction, and refocusing of science content reveal complex science language expectations that function alongside facts, figures, and formulas of science as gatekeeping mechanisms that, once noticed, cannot be ignored or marginalized in science teaching and science teacher education. 相似文献
17.
教师专业发展的假设是:人的发展是教师专业发展的基础;在教师专业发展的不同阶段,教师的关注点有所不同;教师专业发展受专业协助的品质和力度的影响;教师专业发展镶嵌于学校情境脉络中。本文旨在从教师个体的社会心理层面探讨教师专业发展,这一新的分析框架涉及感受(feelings)、关注(attention)、激励(promptings)、组织(organization)等四个维度。这里以一所学校为例,根据这四个维度编制量表,通过数据分析教师的专业发展状况,以验证其效用。 相似文献
18.
《The Journal of educational research》2012,105(3):156-159
AbstractUsing 35 elementary schools (3,350 fourth and sixth grade students), 10 secondary schools (3,613 eight and eleventh grade students), and 1,145 teachers, this study presents data summarizing the relationships between student' perceptions of "verified" principal competencies and selected school climate indices and outcome variables. The results indicated that there is a general tendency for positive teacher attitudes towards various dimensions of the school and working environment and higher student standardized achievement test performance to be associated with students' reports of a low frequency of interaction with die principal. A student "independence factor" was hypothesized to account for these results, with the implication being that principal/student interaction is minimized in schools where teacher and student attitudes are positive and student achievement is high. In addition, effective principal performance in dealing with student misbehavior was highly and positively associated with school average daily attendance at the secondary level. Supplementary analyses indicated that teacher and student attitudes "mediating" the school environment were relatively independent for both elementary and secondary samples. General support was found for higher correlations between student assessments of principal competencies and school environment measures than with student performance measures. 相似文献
19.
教育评价事关教育发展方向,影响教师潜心育人的专业表现及学生全面发展。为考察问责式和发展性两种教师评价对教师专业表现的不同影响,本研究采用问卷法,调查了我国中西部2354名县镇及乡村中小学教师,构建潜变量结构方程模型,探究教师所感知的教师评价方式、对评价的态度、教师的专业学习及专业表现之间的关系。结果发现:问责式教师评价对教师专业表现影响的直接效应不显著,但通过教师对评价反馈的态度和专业学习,显著负向影响教师专业表现;发展性教师评价对教师专业表现的总效应、直接效应和间接效应皆为显著正向影响。这提示不同教师评价对教师潜心育人专业表现的影响机制是不同的,在制定和改革教师评价方案时需要综合考虑。 相似文献
20.
Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes. 相似文献