Dissertations / Theses: 'Effective teaching Victoria Evaluation'

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Onyegam, Emmanuel I. (Emmanuel Ikechi). "Graduate Student Opinion of Most Important Attributes in Effective Teaching." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279009/.

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Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples.

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Olson, Derek J. "Exemplary Teachers? Perspectives on Effective Teaching Elements in Danielson?s Framework for Teaching." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739205.

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Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson’s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson’s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson’s 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant F values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.

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Seese, Jerry L. "Comparison of criteria on teacher evaluation instruments to effective teaching research evaluation criteria." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535907.

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The purpose of the study was to determine if teacher appraisal instruments used in Indiana public schools contained teacher performance criteria identified by teaching effectiveness researchers. Student scores from the 1986 Indiana Basic Competency Skills Test were examined to determine the relationship to the use of teaching effectiveness criteria on teacher evaluation instruments, per pupil expenditure, and other selected variables.A questionnaire was mailed to each Indiana public school superintendent along with a request to return the teacher evaluation instrument currently being used. Each evaluation instrument was judged to determine the percent of teacher evaluation criteria matching the twenty effective teaching criteria identified by Manatt and Stow. Data obtained from the questionnaire and teacher evaluation instruments were analyzed using frequency tabulations, percentages, and statistical treatment. The Spearman Rank Order of Correlation and the Kruskal-Wallis one-way analysis of variance were used to determine significance between student test scores, effective teaching criteria and selected variables. P=<.05 was used as the statistical measure to determine the level of statistical significance.Among others, the following conclusions were drawn:1. There is no significant difference between student achievement scores on the Indiana Basic Competency Skills Test and school corporations having a higher or lower percentage of research-based criteria on teacher evaluation instruments, except in 6th grade Math.2. There is no significant difference between student achievement scores and school corporations spending more or fewer dollars per pupil.3. Students from school corporations with larger student enrollments score significantly lower on the Indiana Basic Competency Skills Test.
Department of Educational Administration and Supervision

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Olson, Derek Jon. "Exemplary Teachers' Perspectives on Effective Teaching Elements in Danielson's Framework for Teaching." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1799.

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Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson's Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson's framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson's 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant F values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.

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Reed, Suellen Kinder. "Utilization of research-supported elements of effective teaching in teacher evaluation forms." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776649.

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One purpose of this study was to determine those elements of effective teaching which were held in common by researchers in the field of teacher effectiveness. A review of the work of sixteen research studies and reviews of studies from 1984 to 1990 clearly identified clarity of instruction, task orientation, use of varied and appropriate instructional strategies, positive teacher-student interaction, appropriate and timely feedback and evaluation, and monitoring student behavior as producing higher student achievement and more desirable student attitude and conduct. Assignment of homework, having high expectations for students, and using a range of questioning techniques were identified by only. 38% of the research studies, but were so strongly identified that these elements were also included in the study.The second phase of the study involved contacting school districts in Illinois, Indiana, Michigan, and Ohio which contained schools that had been honored as effective schools by the United States Department of Education School Recognition Program and districts identified by a table of random numbers which contained no schools which had been so honored. Teacher evaluation instruments and instructions to evaluators were requested from each district. Ninety-three usable replies were received. The evaluation instruments and instructions to evaluators were analyzed to ascertain whether the identified elements of effective teaching were included in the documents.The following conclusions were drawn:1. Professional literature does identify elements of effective teaching which have been frequently supported by research.2. Identified elements of effective teaching which produce higher student achievement and more desirable student attitude and conduct do appear on evaluation instruments and instructions to evaluators in the midwestern states of Illinois, Indiana, Michigan, and Ohio.3. Sufficient evidence does not exist to conclude that the identified elements of effective teaching appear more often in evaluation instruments and instructions to evaluators in school districts which have school designated as effective schools than from comparable school districts which have not achieved such designation.
Department of Educational Leadership

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Hughes, Victoria M. "Teacher evaluation practices and teacher job satisfaction." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4468.

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Thesis (Ed. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 2, 2007) Includes bibliographical references.

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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.

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White, Sylvia A. "A comparison of teacher evaluation, student surveys and growth scores to identify effective teaching traits." Thesis, Wingate University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598769.

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The identification of effective teaching is a continuous and challenging task. This study was an investigation of the relationship among the teacher evaluation, student perception surveys, and student growth scores of students in grades 3 through 8. The entire population of the small district was included in the study. The sources for this study were the North Carolina Educator Evaluation System (NCEES), Educator Assessment Score (EVAAS), and student perception surveys. The purpose was to identify traits of effective teachers from these meaningful sources or among the combinations of these sources. The teachers' EVAAS index was used for all calculations. The index was calculated by dividing how much progress the teachers' students made compared to other students across the state by the standard error for the population.

The data were analyzed using t-test, Pearson product-moment correlation, and multiple regressions. The results showed statistically significant correlations between the teacher evaluations performed by school administrators and the students' perceptions from the surveys. There were no significant correlations related to student growth scores. Multiple regressions disclosed a significant statistical finding in these areas: the combination of NCEES standard 4 (facilitation of learning), and student perception characteristics of a challenging, engaging classroom where their input is important are predictor of student growth scores (EVAAS). Additional research is needed to validate and expand upon these findings.

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Delso, Donald L. "What good teachers do a qualitative study of experienced Oklahoma teachers' views on effective teaching /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9400130.

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Khan, Abdul Hamid. "Effective management development program evaluation and review technique : a study of Purdue University Engineering/Management Program." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1041808.

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This study entitled, "Effective Management Development Program Evaluation and Review Technique," examined Purdue University Engineering/Management Program for 1995. The purpose of the program was to offer management training to a population of ninety-eight engineering managers. From a quality assurance perspective the study attempted to measure those changes that occurred in the knowledge, skills and behaviors of the participants, from before to after the program, in four levels of program effect e.g., reaction, learning, behavior and results.Responses were gathered using qualitative interviews. Evidence was gathered using Learning Skills Inventory. Behavior was gathered using Leadership Effectiveness and Adaptability Description Questionnaire. Results were gathered using Managerial Skills Questionnaire of Importance and Competence over pretest, posttest and a three-month posttest on the job.Forty-two management skills criteria were collapsed to identify seven main leadership skills for reliable evidence on the hypotheses tested: Leadership/ Organization, Human Resource Management, Financial Management, Decision Making, Strategic Planning, Negotiation and Conflict Resolution, and Managerial Communication. Important findings are summarized below. No significant differences were found in the Importance of each leadership skills:(a) by the type of company's business, (b) by the number of years of employment with the current employer, (c) by the number of years in the industry, and (d) by the type ofdegrees held by the manager (BS, MS, MBA).Significant Differences were found in the Importance of each leadership skills:by a broad range of titles, (b) by the size of company, and (c) by the number of years in current position.No significant differences were found in the Competence of each leadership skills:by the type of company's business, (b) by the size of company, (c) by the number of years in current position, (d) by the type of degrees held by the manager (BS, MS, MBA), and (e) by the number of years in the industry.Significant Differences were found in the Competence of each leadership skills:(a) by a broad range of titles and (b) by the number of years of employment with the current employer.
Department of Educational Leadership

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Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Bertram, Anthony Douglas. "Effective early childhood educators : developing a methodology for improvement." Thesis, Coventry University, 1996. http://curve.coventry.ac.uk/open/items/ae2a0bef-f3bf-1f7e-e50e-35a49ca6bccf/1.

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This research was embedded in the Effective Early Learning (EEL) Project (Pascal et al., 1995), a national evaluatory and development programme looking at the quality of learning experiences for 3 and 4 year olds in the varied range of settings which typify United Kingdom provision. It was, however, a separate and discrete study focused on the effectiveness of the adult, whatever her level of training, as an educator. It was a 'real world', inclusionary, interpretive, research enquiry using qualitative and quantitative paradigms. The purpose of this study was to develop and implement a methodology to assess and improve the quality of educators working in a range of settings. A conceptual framework for assessing quality was developed. Also an observation schedule, 'the Adult Engagement Scale', focusing on three aspects of educative interaction: 'Sensitivity', 'Stimulation' and 'Autonomy' was created. Evidence was gathered using this scale and triangulated with other data, including participant interview, professional biography questionnaire and focused observation. The cohort consisted of 169 practitioners in 115 settings who worked with the researcher to collect the data. The practitioners had varied roles and backgrounds and were trained by the researcher in the methdology. They mainly worked in settings broadly representational of the four most frequent types of UK centre based provision; Reception Classes in Primary Schools, Nursery Schools, Nursery Classes and Pre-school Learning Alliance Playgroups. The data generated by this strategy was analysed to consider the characteristics of an effective early childhood educator. The 'Adult Engagement Scale' was shown to be an effective means of assessment, development and improvement. The data revealed that an adult's ability to be an effective 'engager' was linked to her 'educative disposition', which included her 'professional self image and emotional well being'. The analysis showed that the educative categories of 'Sensitivity', 'Stimulation' and 'Autonomy' were hierarchical and progressively less well addressed. All settings scored relatively highly on Sensitivity. Those settings which were better at Stimulation generally had more qualified staff. Autonomy was least well addressed by all settings, yet appears to be the category most closely linked to adult effectiveness. Most early childhood educaors are emotionally committed to their work yet feel undervalued. Universally practitioners in this study displayed a poor profesisonal self image, and this was clearly linked to their ability to be effective as an 'engaging' educator of young children.

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Opie, Susan Jean. "Effective teaching of reading : an evaluation of an in-service course for special needs support teachers." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341157.

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Foster, Linda Jean. "Is concept mapping an effective tool for evaluation of student learning in science?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1838.

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Concept mapping is a metacognitive learning strategy which often improves a learner's ability to construct new knowledge. This action research project was intended to determine the level of effectiveness of concept mapping as a student learning intervention. Students in two high school science classes constructed concept maps before and after instruction during a unit of study about volcanoes. The maps were analyzed for increases in complexity and indications of learning. The concept maps were then compared for differences by groups based on volcano unit test scores. Based on the analysis of the matched pairs of concept maps, those maps which contained a higher amount of prior knowledge of the subject matter were associated with maps which showed greatest amount of increase in knowledge after instruction. These results are supported by the many researchers who contend that the most important factor in learning new information and gaining new knowledge is the amount of prior knowledge a learner brings into the learning situation. The results of this action research project will be applied to the development of future science courses by this researcher.

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Dockstader, Cherie Jolene. "Writing in the middle : a qualitative study of seventh grade language arts teachers /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/5/.

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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.

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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

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Jenkins, Jacqueline D. "Toward the formulation of a community college policy for the evaluation of teaching based on evidence of student learning." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.39 Mb., 174 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220794.

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McKenzie, Andrew. "Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699912/.

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This mixed-methods study examined the extent to which teacher performance and student performance measures correlated, and to understand which specific practices of mathematics teachers in Grades 3-5 related to student performance. Research was conducted at five elementary schools in a large, urban north Texas school district. Data sources included component scores and recorded evidence from observation rubrics, interviews with campus administrators, and value-added modeling (VAM) student growth scores. Findings indicated a modest relationship between teacher performance levels and student performance levels. Lack of access to individual teacher VAM data, per district policy, might have impacted the strength of the relationship. Interviews with administrators and an examination of the evidence cited in the observation rubrics identified specific practices associated with highly rated mathematics teaching. Differences in administrators’ experience levels with both mathematics instruction and the observation instrument might have influenced rubric scores and the level of specificity shown in evidence statements.

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Giannamore, Kathleen A. "ALIGNING THE NECESSARY COMPETENCIES FOR TRAINING AND EVALUATING ONLINE TEACHERS IN HIGHER EDUCATION WITH CHICKERING AND GAMSON’S SEVEN PRINCIPLES FOR EFFECTIVE UNDERGRADUATE TEACHING: A Q METHODOLOGY STUDY." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1600439569685503.

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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.

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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.

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Al-Rawahi, Nuhaila Mohamed Said. "Effective emotional literacy programmes : teachers' perceptions." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3261.

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Paper One: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems. Section One Introduction 1.1 Purpose Personal, social and emotional development is as much a concern as academic development in children. Research suggests that social and emotional skills are needed to succeed in school (Thompson, 2002) to establish and sustain relationships, reduce aggressive behaviour (Nagin & Tremblay, 1999) and create an ideal learning and teaching environment. The objective of this research is to determine whether the school’s personalised EL programme (NA) produces favourable behavioural outcomes in children. Paper Two: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems.

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Walkup, Patricia D. Baker Paul J. "Mandated school reform in Illinois the case of elementary reading /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819903.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 30, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, R. Kay Moss, William C. Rau, Rodney P. Riegle. Includes bibliographical references (leaves 131-135) and abstract. Also available in print.

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Ernstzen, Dawn V. "Students' and clinical teachers' views on effective clinical education in Physiotherapy at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1598.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.
Clinical education in health sciences is an important and distinct part of health care education. In clinical education situations, students learn to integrate the knowledge, skills, attitudes and values of the profession. The attainment of clinical competence is one of the main outcomes of the Clinical Physiotherapy module for physiotherapy students at Stellenbosch University (SU). In its Strategy for Teaching and Learning (2001:3), SU embraces a student-centered approach to teaching. In a student-centered approach towards teaching, the focus is on the quality and quantity of student learning. In the current changing context of higher education, all spheres of education need to be assessed to determine the meaning of student-centeredness and to establish whether it is achieved. The above-mentioned approach may lead to quality management in teaching and learning.

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Wood, Odessa Lee. "An evaluation of the effectiveness of the reading strategy Sketch-to-Stretch on the 9th grade reading Texas Assessment of Knowledge & Skills Test." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Dangleis, Karilyn. "Implementing the teaching strategy: "Identifying Similarities and Differences"." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2548.

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In order to enhance academic achievement it is necessary to implement a teaching strategy which provides students with tools needed to improve classroom performance. This study will produce data showing whether the implementation of "Indentifying Similarities and Differences" is an effective teaching strategy.

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Mutcheson, Ryan Brock. "Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81307.

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The Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers represented a significant overhaul of conventional teacher evaluation criteria in Virginia. The policy outlined seven performance standards by which all Virginia teachers would be evaluated. This study explored the application of cognitive diagnostic modeling to measure teachers' perceptions of intra-organizational mechanisms available to support educational professionals in implementing this policy. It was found that a coarse-grained, four-attribute compensatory, re-parameterized unified model (C-RUM) fit teacher perception data better and had lower standard errors than the competing finer-grained models. The Q-matrix accounted for the complex loadings of items to the four theoretically and empirically driven mechanisms of implementation support including characteristics of the policy, teachers, leadership, and the organization. The mechanisms were positively, significantly, and moderately correlated which suggested that each mechanism captured a different, yet related, component of policy implementation support. The diagnostic profile estimates indicated that the majority of teachers perceived support on items relating to "characteristics of teachers." Moreover, almost 60% of teachers were estimated to belong to profiles with perceived support on "characteristics of the policy." Finally, multiple group multinomial log-linear models (Xu and Von Davier, 2008) were used to analyze the data across subjects, grade levels, and career status. There was lower perceived support by STEM teachers than non-STEM teachers who have the same profile, suggesting that STEM teachers required differential support than non-STEM teachers. The precise diagnostic feedback on the implementation process provided by this application of diagnostic models will be beneficial to policy makers and educational leaders. Specifically, they will be better prepared to identify strengths and weaknesses and target resources for a more efficient, and potentially more effective, policy implementation process. It is assumed that when equipped with more precise diagnostic feedback, policy makers and school leaders may be able to more confidently engage in empirical decision making, especially in regards to targeting resources for short-term and long-term organizational goals subsumed within the policy implementation initiative.
Ph. D.

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Angulo, Jamie Michelle. "Teacher beliefs about the teaching and learning of science." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1610.

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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.

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Barnes, Bruce D. "Perceptions of students from a Korean university about the attributes of effective lecturers of English as a foreign language." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/228.

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The purpose of this study was to gain an understanding of what Ewha Womans University students perceive to be the attributes of effective EFL lecturers and to measure the levels of importance they place on each of these attributes. The first section of the study (Stage 1) elicited a list of attributes from a stratified sample of the freshmen students enrolled in EFL. The second section (Stage 2) gathered and analysed ratings and rankings of these attributes from a proportional-stratified sample of the same population. In the end, a list of attributes was produced with corresponding discussion of the values the students placed on each one.

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Weir, Jade R. "Looking for Quantitative and Qualitative Measures of Teaching Interactions: A Preliminary Analysis." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505214/.

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Indicators of quality early intensive behavioral intervention (EIBI) include comprehensive interventions, adequately trained staff, high rates of effective instruction delivery, happy interactions between children and their teachers, and socially valid outcomes. When these are in place, high quality EIBI is more likely to increase progress that children with autism make during treatment. When not in place, progress is not as likely, as rapid, or as meaningful. To date, there is limited research regarding the correlation between these indicators of high-quality EIBI and the degree to which their effects are meaningful to direct consumers. The purpose of this methodological study was to compare direct, quantitative measures of teaching interactions (child initiations, teacher initiations, child affect, teacher affect) with qualitative measures (stakeholder ratings of teacher effectiveness, amount of opportunities for interaction and interest in the child) of teaching interactions to determine what sets the occasion for expert stakeholders to describe a teaching interaction as effective, quality therapy.

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Dean, Aaron M. "The Professional Development Needs of Community College Business Faculty: A Qualitative Investigation." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429046936.

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Stanek, Tomasz Bogdan. "Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/134.

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The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools. At this stage of the research the study of the history course instruction will be generally defined as an exploratory and investigative inquiry involving the interviews of the history faculty, analysis of their course offerings and syllabi content, and the overall teachers' course content preparation and knowledge.

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Barnett, Kelli. "Characteristics of High Quality Teachers: A Qualitative Phenomenological Study." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3541.

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A qualitative investigation was conducted to explore the characteristics of high quality teachers. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of people directly identified as high quality teachers by their principals. This study employed processes of data collection commonly used in observational analysis and included the use of interviews found in qualitative design. The researcher was able to extract meaning using the coding process and the constant comparative method. Information was sorted into themes that supported and aligned with the research questions leading to a deeper understanding of the phenomenon. This was accomplished through thorough analysis of interviews and observations. Teacher participants were asked to participate in an interview prior to the classroom observation, be observed in the classroom, and participate in a post observation interview. Additionally, individual interviews were conducted with the principals of the teacher participants. The quality of data sources led to the triangulation of results giving credibility to the study. The study findings were conclusive regarding the key characteristics of high quality teaching. There was a clear relationship between high quality teaching and the use of a variety of instructional strategies, the ability to engage students in learning, the use of higher order questioning as a prevalent teaching strategy, the establishment of clear classroom expectations and the maintenance of those expectations, clear and deliberate communication to facilitate home and school partnerships, and a high level of passion for content and the profession of teaching. Other emerging themes may be utilized to connect high quality teaching to additional characteristics. These characteristics offer suggestions for further research to determine how strong the correlation is between high quality teaching and these themes. The themes included having a caring disposition, high expectations, being self-reflective, having content knowledge, being a team player, and having a strong work ethic. The research findings were evidenced and supported by a thorough literature review, the results of principal and teacher participant interviews, the results of classroom observations of teacher participants, and document analysis. The researcher also specified recommendations for future practice and suggestions for future research. The results from this study contribute to the body of knowledge on the exploration of the characteristics of high quality teachers.

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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.

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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.

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Herbert, Darlene. "Gender and Learning Outcomes: A Phenomenological Study on the Influence of Effective Teacher Instructional Practices of Third to Fifth-Grade African-American Boys in Mathematics." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/144.

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The purpose of this study is to examine through a phenomenological approach the impact of the instructional practices of three African-American female teachers on the learning outcomes in mathematics of third- to fifth-grade African-American males. The research design of this study utilized a qualitative and quantitative phenomenological model to examine a particular group of teachers and their students at a suburban metro Atlanta school district. The researcher conducted data analysis using a variety of statistical testing to examine the relationships between student learning outcomes and gender, race, teacher perceptions and beliefs, teacher expectations, teacher-student interactions, student behavior, differentiated learning, and parental influences for each grade level. The findings from this research show how both internal and external factors can contribute to student learning outcomes as well as how common themes emerged related to pedagogical practices. Moreover, the results of the study indicate that educators must come to terms with the reality of their teaching practices. The study shows how three African-American teachers successfully promoted effective teaching practices that provided an equitable learning environment that impacted both the quality and quantity of teaching and learning for African-American students in their learning outcomes.

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Zacarias, Ivana. "El uso de evidencia evaluativa en institutos de formación docente en Argentina." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673793.

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¿Cómo utilizan la evidencia las instituciones educativas? ¿En qué medida, concretamente, las instituciones de formación docente utilizan los datos de la evaluación para tomar decisiones orientadas a la mejora? ¿Cuáles son los factores que condicionan su uso? En Argentina, estas preguntas son de especial relevancia, en un campo que ha sido ampliamente ignorado por la investigación. Bajo la necesidad de cumplir con los requerimientos de la Ley Nacional de Educación N°26.206, en la última década el Ministerio de Educación de la Nación implementó tres evaluaciones a gran escala en instituciones de formación docente. Cada evaluación tuvo diferentes objetivos, alcances y fue implementada a través de diferentes estrategias. Sin embargo, en los tres casos, cada institución formadora de docentes recibió un reporte con información sobre su desempeño, junto con datos adicionales sobre las variables institucionales más importantes también relevadas en dichos dispositivos de evaluación. ¿Valió la pena el esfuerzo de implementar estas evaluaciones? Los institutos de formación docente ¿utilizaron los reportes de forma fructífera? Si lo han hecho, ¿de qué modos y para qué los han utilizado? Estas preguntas, entre otras, han guiado esta investigación. En un contexto de reconocimiento de la relevancia de los docentes y su formación, así como del impacto que el uso de la evidencia puede tener en los logros educativos, cuestionar cómo las instituciones de formación docente en Argentina están utilizando la evidencia (en este caso, generada por las evaluaciones a gran escala implementadas por el Ministerio de Educación) podría agregar valor a las discusiones de política docente en el país y contribuir a la generación de conocimiento en el campo de la educación. Para responder a estas preguntas, esta tesis se valió de la recopilación y análisis de distintas corrientes teórico-empíricas: una, vinculada con la importancia del docente y su formación; otra, vinculada con las evaluaciones, en particular las utilizadas en la formación docente; y, por último, una vinculada con los procesos de uso de evidencia, en particular la evidencia educativa en instituciones educativas. A través del estudio de ocho instituciones de formación docente del área metropolitana de la provincia de Buenos Aires, concluyo que el uso de los informes de evaluación para la toma de decisiones por parte de los formadores y directivos de estas instituciones es heterogéneo y depende en gran medida de muchos otros factores. Estos factores son la capacidad del personal, el liderazgo del decano/director, la percepción de autonomía para tomar decisiones, la existencia de prácticas colaborativas, la existencia de infraestructura de apoyo, la existencia de un proyecto institucional relevante y actualizado, el uso de muchas otras fuentes de información para la toma de decisiones, la percepción positiva hacia las evidencias externas y la comunicación fluida dentro de la institución. En consecuencia, la sola administración y entrega de los reportes no es condición suficiente para garantizar su uso. De esto se desprende que, si los gobiernos pretenden crear una cultura de uso de la información, la entrega de este tipo de reportes debería ir acompañada de otras medidas complementarias. Además, la falta de continuidad en las políticas de evaluación de la formación docente en el país, junto con el alto nivel de politización de las evaluaciones, no ha contribuido a generar una demanda de la misma.

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Tukanda, Manya Daniel. "Evaluation de l'efficacité des établissements d'enseignement secondaire: analyse des indicateurs favorisant la plus-value pédagogique des établissements :étude réalisée en République Démocratique du Congo." Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210135.

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La présente étude examine la problématique de la variation des perfor-mances scolaires des élèves dans les établissements secondaires. Son but est de rechercher les caractéristiques des écoles « efficaces » et « équitables ».

Compte tenu des distorsions importantes dans les conclusions des recherches « processus-produits » qui décrivent les relations entre les facteurs investis(inputs) et le produit (output) dans le domaine de l’éducation et au regard de la littérature interna-tionale mettant en relief une multitude de variables(macro et micro-sociologiques) qui semblent influencer la réussite scolaire des élèves, nous avons tenu à mettre en évidence dans le contexte de l’enseignement en RDC certaines variables d’ordre scolaire pouvant amener les écoles à la réalisation de la plus-value pédagogique.

Ces dernières décennies, il y a certes une prolifération des établissements d’enseignement jamais existée dans le système éducatif congolais. Mais, ce qui est frappant et étonnant dans ce système éducatif aujourd’hui est le fait de la différence de niveau très remarquable entre élèves de même profil fréquentant les établissements scolaires différents. Leurs élèves soumis à des tests standards, on constate que certains d’entre ces établissements réalisent la plus-value pédagogique alors que d’autres réalisent la moins-value.

Quelles sont les variables d’ordre scolaire pouvant expliquer cette différence de rendement ?Telle est la question principale à laquelle cette étude tente d’apporter quelques éléments de réponse. Face à cette question, l’hypothèse générale que nous avons émise est qu’il existe un « effet-établissement » qui influence les acquisitions de tous les profils d’élèves en classe.

Ce travail s’articule sur deux parties principales emboîtées. La première partie explore quelques théories sur la réussite ou l’échec scolaire des élèves et examine les résultats de quelques études empiriques mettant en relief les effets relatifs de scolarisation. La deuxième partie est consacrée à la description de la démarche méthodologique de notre recherche et à l’analyse des résultats des élèves à nos tests de français et de mathématique. Elle est aussi consacrée à l’analyse des réactions des enseignants et du personnel de direction scolaire à notre questionnaire relatif aux facteurs prioritaires sur lesquels on peut à l’instant porter en tout premier lieu une attention particulière afin d’améliorer le rendement scolaire.

Par une analyse des résultats de 605 élèves de dix-huit établissements de l'enseignement secondaire ayant passé nos tests et aussi par une analyse des réponses à notre questionnaire auquel 122 enseignants et 49 personnel ( conseillers, proviseurs et chefs d’établissement ) de direction des établissements concernés par cette étude ont réagi, nous avons tenté de mettre en évidence certaines caractéristiques scolaires pouvant entraîner la réalisation de la plus et/ou moins-value pédagogique dans une école.

D’une manière générale, les résultats de cette étude montrent que la différence de performances des élèves apprenant dans les établissements différents semble être liée à certaines caractéristiques propres aux établissements scolaires et à des pratiques enseignantes. Vu les résultats présentés par les élèves des classes identifiées comme étant « efficaces » et « équitables », les caractéristiques (celles mises en évidence) des écoles organisant ces classes donnent à penser que celles-ci exercent un effet sur les acquisitions des élèves.

Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

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Smith, Reid J. "Alignment of intended learning outcomes, curriculum and assessment in a middle school science program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/489.

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This study focused on the intended learning outcomes, curriculum and assessment in the science curriculum offered at a regional independent Middle School in the state of Victoria, Australia. In-school assessment has indicated that the current science curriculum of this Middle School may not develop students' skills in scientific literacy as effectively as intended. One hypothesis to explain this deficit is that there is a misalignment of intended outcomes, curriculum materials and assessment. This study aimed to determine the extent to which the intended curriculum and assessment in this Victorian middle years' science program is aligned to its stated goals and objectives and to design, implement and evaluate a model for assessing the degree of alignment of intended outcomes, curriculum and assessment. Participants in the study were asked to analyse curriculum materials and assessment tasks from two different science courses at the case study school. These curriculum materials and assessments were scored against a series of instruments adapted from curriculum evaluation models used in previous research. The reviewers scored the material to determine the degree of alignment between the intended outcomes, curriculum materials and assessment tasks. The data provided an insight into both the degree of alignment of the curriculum as well as the features of strongly aligned curriculum materials. The effectiveness of the evaluation model was determined by analysis of the scoring data and semi-structured interviews with the participants. The current investigation established that the case study Middle School science program had some degree of alignment, but there were a number of materials and tasks which were not adequately aligned. The features of the curriculum materials and assessment tasks generally matched those identified in the literature, and provided the basis for potential reform to increase the degree of alignment in intended curriculum and assessment in science courses designed to address scientific literacy. The study also demonstrated that the model of curriculum evaluation was effective in establishing the alignment of curriculum materials and assessment with intended goals, particularly when enacted by teachers and administrators within the school context who had been trained. The curriculum analysis can highlight areas of the science curriculum which are not aligned and hence focus curriculum reform efforts.

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Dimbasi-Ndofunsu, Jean-René. "L'effet-établissement et ses variables explicatives: évaluation de la plus et/ou moins value pédagogique en classe de deuxième secondaire :recherche des caractéristiques favorables à l'efficacité scolaire dans les écoles de Kinshasa." Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210168.

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Les réformes scolaires initiées, les états généraux de l’éducation tenus en 1991 en République Démocratique du Congo considèrent l’établissement scolaire comme étant un des moteurs du développement du pays. Plusieurs chercheurs, théoriciens, praticiens de l’éducation, acteurs éducatifs, parents, gouvernements soulignent la place importante de ce dernier. Cependant, l’école congolaise est devenue le lieu des inégalités sociales, voire des différences de rendement et de performances scolaires des élèves. L’effet que l’école exerce sur les performances scolaires dans le contexte congolais est indéniable, lorsqu’on observe les résultats réalisés par les élèves aux épreuves standards comme les examens d’état, le jury de sixième primaire. Cet impact exercé sur le rendement scolaire des élèves, est ce que nous appelons dans le cadre de cette recherche l’effet-établissement. Mais comment examiner cet effet ?

Par ailleurs, la littérature internationale nous propose plusieurs variables qui semblent avoir un effet sur la réussite scolaire des élèves :des variables macro-sociologiques comme les facteurs politiques, organisationnels, socio-économiques et des variables micro-sociologiques comme les facteurs familiaux, individuels, culturels, scolaires, précisément des variables de contexte, des pratiques managériales, des pratiques enseignantes.

De plus, dans cette étude, nous allons nous attarder sur les facteurs micro-sociologiques, car à notre connaissance, il n’existe aucune étude empirique portant sur ces variables dans le contexte congolais. Autrement dit, le problème de recherche relève donc de la méconnaissance scientifique des relations entre l’effet-établissement et le rendement scolaire des élèves.

Le cadre théorique de cette étude est basé sur les théories du choix de l’échantillon (Boyl et Crowson), des strates emboîtées (Barr et Dreeben), des organisations (théorie de Mintzberg), de la bureaucratie professionnelle, de psychologie de comportement, de la réforme des milieux de travail, sur le modèle des interactions aptitude-traitement de Cronbach, sur le modèle multi-niveaux des effets éducatifs, sur le modèle intégré en éducation (Scheerens) ainsi que sur la recension des travaux antérieurs. Ce cadre théorique conduit à la formulation d’une hypothèse principale et des hypothèses secondaires rattachées aux variables de cette étude.

Une approche méthodologique mixte, descriptive et relationnelle permet de confirmer, d’infirmer et de nuancer ces hypothèses. Cette étude est réalisée auprès des 614 élèves, des 30 enseignants et des 22 chefs d’établissement. Elle est aussi menée auprès des 15 écoles publiques, privées et confessionnelles organisant les classes de deuxième secondaire. Les élèves remplissent un questionnaire contenant des renseignements généraux et répondent aux questions du pré-test et du post-test de français et des mathématiques composés par les conseillers du Ministère de l’éducation de la République Démocratique du Congo.

D’abord, les résultats concordent en général avec l’hypothèse principale de recherche. Ceux-ci mentionnent l’existence de l’effet-établissement dans les écoles étudiées. Ensuite, les résultats concordent dans l’ensemble avec les hypothèses secondaires rattachées aux variables retenues dans cette étude. Enfin, il faudrait indiquer que certaines hypothèses sont infirmées, voire nuancées.

Par ailleurs, des pistes de recherches sur l’effet de ces variables et des autres variables paraissent très intéressantes pour la meilleure compréhension de ce phénomène. Bien que cette recherche essaie d’apporter sa contribution à l’amélioration de l’efficacité scolaire du système éducatif congolais, cette dernière comporte tout de même certaines limites liées à l’expérimentation, à l’échantillon, aux instruments de mesure et aux travaux empiriques sur le sujet. Il semble donc nécessaire que d’autres études soient effectuées, afin de pallier à ces limites, d’élaborer de nouvelles théories et d’identifier d’autres antécédents éventuels de l’effet-établissement.

Doctorat en Sciences Psychologiques et de l'éducation
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Husung, Kirsten Maria. "Conocimientos y actitudes acerca de las metas de la metacognición en el aula de las lenguas extranjeras en una escuela sueca – Un estudio piloto." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-42905.

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Metacognition is one of the aims of the Swedish curricula in language teaching. This pilot study focuses on the implementation of this aim in a Swedish high-school. The teachers’ and the pupils’ attitudes towards the pupils’ metacognitive learning strategies and the reasons underpinning these attitudes are examined. The material finding of nine semi-structured interviews, held in a Swedish high-school in language teaching classes of Spanish, French and German, is analyzed with a qualitative method to get an understanding of the situation.The theoretical framework gives an introduction and overview of the actual research on the two key notions for this study: learning strategy and metacognition and related main concepts like cognitive and socio-affective strategies. The literature review shows that metacognitive learning strategies promote the pupils’ autonomy and responsibility in learning a foreign language in a more effective way.The analysis of the empirical material indicates that metacognition is a marginalized topic, although, after explaining them its meaning, both the teachers and the pupils think that it would be important to promote the pupils’ metacognitive learning strategies. However, the teachers emphasize more indirectly and unconsciously on offering different choices to accomplish an exercise than on consciously promoting metacognitive strategies. The main reasons for this were: the lack of time due to large and heterogeneous classes and doubting that most of the pupils could be responsible for their own learning.In cases where pupils had used learning strategies that worked best for them, they had developed these on their own and rarely reflected on them. The work with self-evaluative material like the European Language Portfolio was thought to be a good idea by both teachers and pupils but was not used at this particular school.

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Papo, William Duncan. "Effective teaching and learning in large classes at tertiary institutions." Thesis, 2012. http://hdl.handle.net/10210/6820.

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D.Ed. (Teaching Studies)
Institutions of higher education in South Africa are being affected by widening access to students since the eighties. Student numbers have risen dramatically Since then and the composition of the student population has also been altered considerably with, for example, the enrolment of black students in historically white universities as well as the enrolment of white students in historically black universities becoming a trend (Wade, Hodgkinson, Smith and Arfield, 1994:12; Saunders, 1992: 67; Education reporter, 1996:1; Taylor, 1992:36). Pressure for the expansion of post-secondary education is inherent in the development of modem society and is seen as a global trend, which means that South Africa is part of this expansion (Trow, 1987:289; Hinchcliffe, 1987:1; Aamodt & Arnesen, 1995:65; Fransman, 1995:173; Kirkwood, 1996: 41).This expansion in student numbers is often without a proportionate increase in the funding resources available . The situation, with regard to South Africa, was predicted by, amongst others, Booysen (1990: 1), who maintains that South Africa faces many challenges in ,the field of education because of the expected removal of the disparities in the provision of education amongst the various race groups. The historical and political circumstances in this respect are seen as factors aggravating the complexity of such a challenge. A simple case of numbers seeking higher education would be a serious misconception leading, for example, to the misunderstanding which prompted ministerial action a few years ago through which an injunction of zero growth on ten out of the fifteen residential universities in South Africa was decreed. A different approach to dealing with numbers seeking admission at higher education institutions was seen a few years before the Government of National Unity was in place. It is, noticeable that since 1986 there has been an urge to change higher education admission practices in South Africa

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Kaldine, Hosian. "An evaluation of teaching and assessment strategies in a Dâr 'al 'Ulûm." Thesis, 2009. http://hdl.handle.net/10210/2394.

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M.A.
Teaching in institutions have come under the spotlight, as a result of inadequate teaching, learning and assessment strategies. Some of the most critical remarks that were made against teaching in institutes of higher education is that that the traditional methods of direct instruction are ineffective in developing learners’ critical thinking powers and problem-solving abilities. Alternative methods of teaching, learning and assessment should be taken into consideration, rather than teaching. The question that arises is whether the Dâr ’al ‘Ulûm, which is also an institute of higher education, are aware of these arguments and whether it strives to implement effective teaching, learning and assessment strategies. In this study the researcher concentrates on the development of criteria for effective teaching, learning and assessment. These criteria are developed by firstly conducting a literature review and then by evaluating the strategies of teaching and assessment in a Dâr ’al ‘Ulûm, to these criteria. The research methodology of this study consist of a qualitative component and it includes observations of the teaching methods in the classroom, document analysis and interviews with the teachers. The aim of the different data gathering methods is to determine the trustworthiness of the data. The same results were achieved each time the data provided was analysed. Furthermore, the consistency of interpreting and analysing the data was also addressed by returning the findings of this study to an external decoder. The empirical research results indicated that this Dâr ’al ‘Ulûm did not meet the criteria that was developed, and that this Dâr ’al ‘Ulûm relies heavily on the traditional method of direct instruction. The Dâr ’al ‘Ulûm is an institute that develops the minds, the values and the attitudes of ‘Ulamâ’. Knowledge, values and attitudes are shaped in this institute. Appropriate teaching and learning strategies are vital for quality education. Research has pointed out that an outcomes-based approach is more effective than the traditional direct instruction approach. It remains the responsibility of the Diyâr ‘al ’Ulûm to ensure that the teachers are trained in teaching skills that will promote effective learning.

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Richardson, Heather. "Postgraduate course satisfaction and good teaching : do daily hassles and demographics make a difference?" Thesis, 1999. https://vuir.vu.edu.au/33003/.

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"Different approaches to modeling ordinal response data in course evaluation." 2001. http://library.cuhk.edu.hk/record=b5890636.

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Yick Doi Pei.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 63-66).
Abstracts in English and Chinese.
Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Raw score approach --- p.4
Chapter 1.2 --- Residual approach --- p.4
Chapter 1.3 --- Indicator approach --- p.5
Chapter 1.4 --- Overview --- p.5
Chapter 2 --- Application --- p.7
Chapter 2.1 --- Data --- p.7
Chapter 3 --- Modeling --- p.10
Chapter 3.1 --- Linear Regression at Individual Level --- p.13
Chapter 3.2 --- Linear Regression at Group Level --- p.21
Chapter 3.3 --- Polytomous Logistic Model --- p.28
Chapter 3.4 --- Mixed Effect Model --- p.35
Chapter 3.5 --- Discrete Response Multilevel Model --- p.41
Chapter 4 --- Conclusion --- p.51
Appendix --- p.55
Reference --- p.63

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Nziyane, Linneth Ntombhana. "Attaining a system of quality teaching and learning through effective teacher evaluation in selected schools in Limpopo Province." Thesis, 2009. http://hdl.handle.net/10500/3100.

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This research investigated the role of teacher evaluation in enhancing quality teaching and learning and the extent to which teacher evaluation in Bushbuckridge schools enhances the quality of teaching and learning. It also set out to investigate how the teachers (CS1, HODs, deputy principals and principals) perceived the evaluation system to which they were subjected. The researcher used a qualitative research approach and data was collected by means of semi-structured interviews from a convenient, comprehensive and purposive sample. The sample consisted of twenty-six teachers from three schools in the Dwarsloop Circuit. These schools were chosen purposely on the grounds that all the teachers in these schools had been evaluated successfully. In addition, these schools were within easy reach of the researcher and she also knew most of the respondents. All the interviews were audio-taped and transcribed verbatim. Data analysis was carried out simultaneously with the data collection process. Each interview was transcribed and labelled as soon as it was finished. The researcher used a process called coding during data analysis. By means of this process, data was compiled, labelled, separated and organised into categories and sub-categories. Subsequently, these categories formed the basis upon which the findings were made. Among several other findings, it emerged that teacher evaluation enables the educator to create a climate that supports quality teaching and learning, leads to better lesson preparation and presentation in addition to enabling better learner assessment. Respondents also held the view that evaluation encourages teachers’ professional development. Despite these findings, the respondents indicated that in their specific cases, evaluation did not lead to the desired results due to a number of reasons that included incompetent evaluators and an inflexible and unfair evaluation system. Based on the aforementioned findings, a number of recommendations were made.
Education Management
Thesis (M. Ed. (Eucaton Management))

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Mdletshe, Khumbulani Desmond. "Characteristics of an effective township school for quality assurance." Thesis, 2012. http://hdl.handle.net/10210/6596.

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D.Phil.
The problem of the research is to investigate why South Africa failed to make township schools effective despite new legislation, developmental programmes and projects, and change of personnel. Can this failure be attributed to the lack of knowledge on the ground on what constitutes an effective school in the township? A number of the characteristics of an effective school were identified through the literature review. During the review of these characteristics, a conclusion was drawn that they were developed from a context that is different from a South African township. To enable the researcher to collect "home-grown" data, the relevant stakeholders had to speak about what they consider to be the characteristics of an effective school. A qualitative method was used in collecting and analysing the data. The study was conducted in two phases: The first phase, had two components. Informants were asked to write their naive statements on what they consider to be the characteristic of effective township school and this was followed by a lengthy focus group interview with each subgroup that participated in the study. The second phase was a questionnaire developed from the analysis of the naive statements and focus group interviews that was administered to a larger audience of the informants to allow them an opportunity to confirm or refute the findings. Finally, the following list represent what the informants considered to be the characteristics of an effective township school. The reader must be reminded that these characteristics are not presented in the order of their importance, but they are all equally important: O Strong leadership Dedicated, committed and disciplined educators Dedicated and committed learners Parental support and involvement A well-developed vision and mission O Strong partnership with relevant stakeholders O A supportive environment Towards the end of the study, specific recommendations were directed to parents, learners, principals, members of teacher organizations, the departments of education and non-governmental organizations on what they could do to contribute towards school effectiveness in the township.

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Mohapi, Mogapi Jeremia. "The efficacy of an instructional model on the quality of teaching and learning using assessment." Thesis, 2017. http://hdl.handle.net/10321/2623.

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Submitted in fulfilment of the requirements of the Doctor of Philosophy: Clinical Technology, Durban University of Technology, 2017.
The key aim of this study was to investigate the efficacy of the student-centric Integrated Teaching and Learning Model Using Assessment (ITLMUA) to enhance the effectiveness, efficiency and quality of student learning and teaching in a Clinical Technology programme. The ITLMUA provides a pragmatic theoretical framework for developing and enhancing perceptions and conceptions of pedagogics and associated educational and psychological theories, particulary assessment information to review, reflect and improve educational constructs of teaching, learning, assessment and educational research. The efficacy of ITLMUA uses effectiveness, usability and participants’ satisfaction as the key criteria in evaluating the impact of ITLMUA on the quality of student learning. The ITLMUA’s efficacy is judged in terms of participants finding it academically beneficial, valuable, suitable, useful and meaningful to instructional strategies and practices in higher education (HE). The motivation for the study is premise on lecturers’ adherence to conventional instructional strategies and practices and lack of instructional model that guides and measures the effectiveness and the quality of student learning and teaching. Increased workloads and superfluity of academic gatherings are some of the factors that exacerbate adherence to conventional instructional practices, including lack of academic qualification to understand the princples of educational practice in HE. This study promote and encourage integrated, authentic, dynamic and innovative instructional practices that demonstrate theoretical interest and practical relevance, such as active learning (AL) that is underpinned by learning theories and pedagogical principles. Furthermore, the study analyzed and identified some of the implementation challenges in introducing the integrated instructional model in a conventional learning environment in order to justify how and why it is imperative to adopt an integrated performance-based instructional model in the face-to-face (F2F) learning environment. The study proposed to provide an instrument that can be utilized to enhance the quality of student learning and teaching. The integrated instructional model can assist lecturers to reflect on their pedagogical practices with the intention of enhancing their subsequent pedagogical practices and strategies. The theoretical and conceptual framework of ITLMUA offered the lecturers an opportunity to integrate conventional and contemporary instructional practices. These frameworks have previously been underpinned by learning theories and pedagogical principles to enhance the quality of learning and teaching. Design-based research (DBR) methodology was utilized as it offered a systematic, flexible methodology that is theory-driven, and involves contextually-sensitive design principles and theories of the learning environment. It also offers the opportunity to review and redesign the ITLMUA as the research process develops, and new theoretical and conceptual framework information emerges. In addition, the DBR integrates research, design and practice into a single useful process which results into a usable product that is supported by a theoretical framework. Active learning is one of the teaching strategies that is supported and promoted by this study to improve quality learning and teaching in order for students to comply with and satisfy the academic quality standards and learning outcomes expected of them. This is can be achieved through meaningful engagement and active involvement in academic activities that promote critical analytical skills and competencies through collaborative and cooperative learning, and within a structured, supportive and facilitated learning environment. The learning environment should be characterized by student-centered and lecturer-facilitated instructional practices such as active learning teaching strategies. To enhance the quality of learning and teaching, lecturers attempt to match and modify their teaching strategies to accommodate the wide range of students in their classes, all of whom have different needs and expectations. Qualitative and quantitative research methods were used to gather data. Data analysis techniques included content analysis, the constant comparative method, factor analysis (FA) to reduce data in order to correlate and relate variables to components. Cronbach’s alpha was used to determine reliability of items. The study has demonstrated the utility, usability and efficacy of the ITLMUA as indicated, in the main, by participants’ satisfaction with the instructional model. The study reports on some of the enablers and barriers in the implementation and evaluation of the integrated instructional model and articulated the lessons that have been learned in this academic journey.
D

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Masarakufa, Simeon. "Tertiary students' evaluation of their lecturers." 2000. http://hdl.handle.net/10500/18143.

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Musodza, Belinda Rindai. "Effectiveness of the teacher performance evaluation system Kwekwe District in Zimbabwe." Thesis, 2019. http://hdl.handle.net/11602/1420.

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DEd (Educational Management)
Department of Educational Management
There has been greater demand for more accountability, results-based culture and enhanced effectiveness of programmes and services globally. The education sector has not been spared by this wave either and hence teacher effectiveness and instructional quality have risen to the top of the educational policy agenda. It is important therefore that effective teaching must be assured and teacher evaluation is a key means of providing that assurance. To date, most studies on the teacher appraisal system in Zimbabwe have focused on the perceptions and attitudes of the teachers towards the evaluation process, and at the same time the implementation challenges. Little has so far been done to determine the effectiveness of the teacher performance evaluation system in Zimbabwe. This study consequently sought to evaluate the effectiveness of the teacher performance evaluation system in Kwekwe district of Zimbabwe. The study was premised on the pragmatic philosophical worldview and hence the mixed method approach was adopted. The convergent parallel mixed method design was used. Data was collected using individual face to face semi structured interviews and a 5 point Likert scale questionnaire. Documentary review was done prior to the development of the research instruments as a way of ensuring relevance of the data collection instruments. The study was underpinned by the self-developed RADPS conceptual framework on performance evaluation system effectiveness. Stratified purposive sampling technique was used to select ten secondary schools for the quantitative strand and four for the qualitative strand. The quantitative sample was composed of 292 teachers and the qualitative sample was composed of 12 participants constituting of 4 teachers, 4 heads of departments and 4 schools heads. Quantitative data was analysed using the SPSS version 25 while the qualitative data was analysed using ATLAS ti. 8. The key findings of the study were that: the performance evaluation system was imposed and accordingly there was no buy in; there was inadequate budgetary support thereby rendering the introduction of the system mistimed; teachers as key stakeholders were excluded from the design process and hence there was no ownership; and ultimately, relevance of the system was questioned. It was also revealed that the evaluation process is merely a compliance exercise with erratic and discontinuous monitoring and supervision through the evaluation cycle. The findings from the study imply the following: policy formulation should be participatory and inclusive; readiness assessment should be conducted before introducing a new programme; a programme should be pilot tested; evaluation process should be monitored by external officials; the process should be consequential and the system should be continuously monitored and reviewed for relevance and validity.
NRF

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