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Understanding the factors that contribute to an effective teacher has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes. Prior research suggests a relationship between teacher characteristics (academic achievement, verbal ability, gender) and teacher effectiveness, however, these factors explain only a fraction of the overall variance in the effectiveness of teachers. Guided by the What Works Clearinghouse protocol for Teacher Training, Evaluation and Compensation, this study involving pre-service teachers (N = 400) used teacher performance rankings resulting from classroom observations and explored factors that may contribute to varying levels of teacher performance. Pre-service teachers’ prior teaching performance, personality characteristics and previous academic achievement were assessed as predictive factors of teacher performance. Results indicate that no significant relationship was identified between personality traits and the outcome variable teaching performance in this study. However, previous teaching performance in addition to academic achievement scores emerged as significant predictors of teaching performance. 相似文献
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pment must be solved by the whole world. We do not agree that peace and development were already being realized, for it ign 相似文献
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《师资教育杂志》2012,38(5):541-556
How prospective teachers conceive of teaching excellence and assessment purposes probably influences how teaching and assessment practices are implemented in the future. This study evaluated, in four ‘normal universities’ in the People’s Republic of China, 765 prospective teachers’ responses to two self-report instruments regarding the nature of excellent teaching and the purpose of assessment. Both questionnaires had previously been developed in Mandarin Chinese and validated with large samples of practicing teachers in China. The original models could not be recovered and with exploratory and confirmatory factor analysis alternative models were found. Excellent teaching was conceived as four inter-correlated factors (i.e. Professional, Model, Examination and Life-long), as also were the purposes of assessment (i.e. Diagnose and Formative, Irrelevant, Control and Life Character). Structural equation modelling showed that the strongest relationship between teaching excellence and assessment began with the examination factor which positively predicted assessment as Irrelevant and for Life Character development and negatively the Diagnose and Formative purpose. Results are consistent with the high-stakes examination system of China and the status of prospective teachers who have only recently stopped being students. 相似文献
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Recent studies conclude that teachers are important for student learning but it remains uncertain what actually determines effective teaching. This study directly peers into the black box of educational production by investigating the relationship between lecture style teaching and student achievement. Based on matched student-teacher data for the US, the estimation strategy exploits between-subject variation to control for unobserved student traits. Results indicate that traditional lecture style teaching is associated with significantly higher student achievement. No support for detrimental effects of lecture style teaching can be found even when evaluating possible selection biases due to unobservable teacher characteristics. 相似文献
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英语中It is…that…结构多用于强调句型,用以强调除谓语动词以外的任何成分。当然此结构也可用于主语从句,It只在句中作形式主语,而真正的主语为That从句。除此之外,此结构的英语谚语也很常见,其中多数为莎士比亚时代流传下来的,这种约定俗成的谚语,与现代英语的用法完全不同,句子的字面意义和真正语义常常不一致,而且相互矛盾。其结构是用肯定或否定的形式表达与字面意思相反的含义,翻译时不可望文生义。 相似文献
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常见的It is/was…that…句型大致可分为下列两种。一种是It is/was adj.that…. 另一种是It is/was focused part that…这两种类型有许多相似之处,但也有区别,试分析如下: Ⅰ.It is/was adj.that…的结构分析: 相似文献
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Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching
Brian D. Cherry Nathan Grasse Dale Kapla Brad Hamel 《Journal of Higher Education Policy & Management》2017,39(3):296-306
This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction. 相似文献
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The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject areas. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils held religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training. 相似文献
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One hundred and sixteen Korean 3- to 5-year-olds were individually taught animal names through a game, either in a direct condition in which the instructional goal was stated or an indirect condition in which it was not. How much they learned and how well they understood the intentionality of teaching were also measured. Korean children seemed to have relatively rapid development in understanding of the intentionality of teaching, and this understanding was correlated with their identification of the goal of the game. The direct condition produced better learning for the children who had higher understanding of the intentionality of teaching. 相似文献
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“Itis/was+被强调部分+that/who+其它成分”是一种典型的强调结构,也是历年高考英语的考查重点。若去掉“itwas....that”这一框架,则所剩部分仍为一个完整的句子。例如:Itwasmonitoroftheclassthattheyelectedheratthemeeting.如果不强调句中的宾语补足语,将句子复原,就变成:Theyelectedhermon-itoroftheclassatthemeeting.使用强调结构时要注意以下几点:一、被强调的主语要和that后面的谓语动词在数上保持一致。1.that/who后面的谓语动词要与被强调的主语在人称和数上保持一致。例如:ItisLucywho/thatoftenhelpsmewithmyEnglish.是露… 相似文献
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刘昊 《中学英语园地(高三版)》2006,(9)
“W hat is this/that?”是用来提问物品名称的句子。回答这样的问题,下面四种答语都可以用:1)Its a....2)That is/Thats a....3)This is a....4)A...但它们使用的场合有所不同:回答“W hats this/that?”时,一般总是用“Its a....”的形式。“That isa....”或“Thats a....” 相似文献
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在学习主语认句、宾语从句、表语从句、定语从句、同位语从句和状语从句后,学生对这几种从句的主要形式和用法都基本上掌握了,但在实际应用中很容易出现混淆现象。如以That开头的从句和is…that句型用法就不是特别清晰。因此有必要对它们的用法加以归纳说明一下,也许有助于对它们的辨认和使用。一、that开头的从句连词和关系代词that可用于六种从句。（－）用于主语从句（that是连词）如：Thathewasrepctedbythearmydisappointedhisparents．——他没有被批准参军,这件事使他的父母很失望。（二）用于宾语从句中（that是连词有时可以省… 相似文献
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刘文秀 《第二课堂(小学)》2013,(12):45-47
It is said that…（据说……）是英语中的常用句式,在高考试题中经常出现。如：
It is said that the early European playing-cards were designed for entertainment and education.据说早期欧洲的纸牌是为娱乐和教育设计的。（辽宁卷） 相似文献
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多媒体辅助教学已渐渐地走进英语课堂,这无疑给英语课堂教学改革注进了新的活力.运用多媒体进行英语教学可使教学内容化远为近、化虚为实、化静为动、化抽象为具体、化宏观为微观.使英语教学从单一的模式向直观性、趣味性、艺术性和立体化模式发展.该文主要结合相关实际教学理论.重点阐述了多媒体教学的好处. 相似文献