tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article is based on studies carried out within the Young children’s learning research education programme. This undertaking involved five graduate students, all recruited from the Swedish preschool system. The licentiate thesis makes up the final product of their education programme, and the focus of each candidate’s licentiate thesis was preschool-level documentation. Using the results of all five theses, a re-analysis was conducted with the concept of normality as the common starting point. The purpose was to investigate whether documentation and assessment can change the view of normality in preschools, and furthermore, what consequences there may be for preschool activity. ‘The narrow preschool and the wide preschool’ is the model used to support the analysis, which is a… Continue Reading →
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eric.ed.gov har udgivet: In this paper, the authors report research focused directly on the validation of the Coding of Academic Teacher-Student interactions (CATS) direct observation instrument. They use classroom information gathered by the CATS instrument to better understand the potential mediating variables hypothesized to influence student achievement. Their study’s purpose is to gather the kinds of validity evidences that match the proposed interpretations and uses of the CATS instrument (Kane, 2008; Messick, 1995). Therefore, they first explore the content aspect of construct validity by collecting information about the content relevance and representativeness of the observation instrument (Messick, 1995). Second, concerned about the consistency of the observation data collected across a number of independent observers, they measure inter-observer agreement. Finally, they focus on the criterion-predictive aspect of construct validity and investigate… Continue Reading →
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eric.ed.gov har udgivet: Teacher evaluation is currently a major policy issue at all levels of the K-12 system driven in large part by current US Department of Education requirements. The main objective of this study is to explore the patterns of relationship between observational scores and value-added measures of teacher performance in math classrooms and the variation in these relationships across grade levels. While the MET analyses used a single composite score consisting of a simple average of the eight component scores of the protocol, in our work we treated each component separately since each measures a separately definable aspect of classroom practice. Specifically, across all the components, the authors pose the following questions: (1) Do the relationships between observation scores of math teachers and their value-added scores tend to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT ‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving… Continue Reading →
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eric.ed.gov har udgivet: In this article the authors compare two phases of an ongoing, annual online peer observation project at the Open University. Adopting a non-managerialist approach, the project aims to give teachers a renewed sense of collegiality, allowing them to take responsibility for aspects of their professional development and share practice points. While the first phase focused on a single discipline group in languages, the second brought together teachers in languages with teachers of Math, Computing, and Technology, all employing Elluminate Live as their online teaching platform. The authors comment on congruent and divergent gains emerging from the two phases. Link til kilde
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eric.ed.gov har udgivet: School districts and states across the Regional Educational Laboratory Mid-Atlantic Region and the country as a whole have been modifying their teacher evaluation systems to identify more effective and less effective teachers and provide better feedback to improve instructional practice. The new systems typically include components related to student achievement growth and instruments for observing and rating instructional practice. Many school districts and states are considering adopting commercially available instruments for the instructional practice component of their evaluation systems. Yet little data are available to help districts and states choose among available instruments or determine which dimensions of instructional practice merit the greatest emphasis. Most existing data comparing different observation instruments, including their statistical characteristics and their relationship to student achievement, come from the Bill & Melinda… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to investigate the relationship between the TVAAS growth score given by the Tennessee Department of Education and the overall Tennessee Educator Assessment Model (TEAM) observation rating for teachers in grades 3 through 8. The participating county public school system for this study is located in Northeast Tennessee. Participants were teachers in the school system teaching Math, English/Language Arts, Science, and Social Studies in grades 3 through 8 in 10 elementary schools, 6 middle schools, and 2 K-8 schools. Specifically, this research examined the relationship between the TEAM observation scores and overall TVAAS growth score given to the teacher from the Tennessee Department of Education based upon yearly-standardized test scores. Research reinforced mixed views about the validity and purpose of teacher evaluation… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Observation intervention aimed to improve teacher effectiveness through structured peer observation. Teachers observe and are observed by their peers a number of times over the course of two years. It was delivered by the Centre for Market and Public Organisation (CMPO) at the University of Bristol. CMPO researchers trained lead teachers from both maths and English departments in participating secondary schools to use RANDA TOWER software (RANDA, 2012), and lead teachers then trained colleagues in their schools. Teachers used the software on a tablet computer to keep a record of classroom observations and to review and collate the data afterwards. Intervention schools were requested to involve all maths and English teachers in a series of 20 minute, structured peer observations over a two-year period. This… Continue Reading →
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