Journal articles on the topic 'Effective teaching Victoria Evaluation'
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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.
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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development.
It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts.
The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided.
The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
References:
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Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907
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Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932
Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant.
Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya.
Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53
Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief.
Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS.
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Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I. What teachers and school leaders say about their jobs. TALIS, 2, 1–7.
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Bizzotto, Julie. "SENSATIONAL SERMONIZING: ELLEN WOOD,GOOD WORDS, AND THE CONVERSION OF THE POPULAR." Victorian Literature and Culture 41, no. 2 (February 15, 2013): 297–310. http://dx.doi.org/10.1017/s106015031200040x.
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In the nineteenth century Britainunderwent a period of immense religious doubt and spiritual instability, prompted in part by German biblical criticism, the development of advanced geological and evolutionary ideas forwarded by men such as Charles Lyell and Charles Darwin, and the crisis in faith demonstrated by many high profile Church members, particularly John Henry Newman's conversion to Catholicism in 1845. In tracing the development of this religious disbelief, historian Owen Chadwick comments that “mid-Victorian England asked itself the question, for the first time in popular understanding, is Christian faith true?” (Victorian Church: Part I1). Noting the impact of the 1859 publication of Darwin'sOrigin of Speciesand the multi-authored collectionEssays and Reviewsin 1860, Chadwick further posits that “part of the traditional teaching of the Christian churches was being proved, little by little, to be untrue” (Victorian Church: Part I88). As the theological debate over the truth of the Bible intensified so did the question of how to reach, preach, and convert the urbanized and empowered working and middle classes. Indicative of this debate was the immense popularity of the Baptist preacher Charles Spurgeon, who was commonly referred to as the “Prince of Preachers.” Spurgeon exploded onto the religious scene in the mid-1850s and his theatrical and expressive form of oratory polarized mid-Victorian society as to the proper, most effective mode of preaching. In print culture, the emergence of the religious periodicalGood Words, with its unique fusion of spiritual and secular material contributed by authors from an array of denominations, demonstrated a concurrent re-evaluation within the religious press of the evolving methods of disseminating religious discourse. The 1864 serialization of Ellen Wood'sOswald CrayinGood Wordsemphasizes the magazine's interest in combining and synthesizing religious and popular material as a means of revitalizing interest in religious sentiment. In 1860 Wood's novelEast Lynnewas critically categorized as one of the first sensation novels of the 1860s, a decade in which “sensational” became the modifier of the age. Wood, alongside Wilkie Collins and Mary Elizabeth Braddon, was subsequently referred to as one of the original creators of sensation fiction, a genre frequently denigrated as scandalous and immoral.Oswald Cray, however, sits snugly among the sermons, parables, and social mission essays that fill the pages ofGood Words.
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Jolly, Brian, and Morag M. Macdonald. "MORE EFFECTIVE EVALUATION OF CLINICAL TEACHING." Assessment & Evaluation in Higher Education 12, no. 3 (September 1987): 175–90. http://dx.doi.org/10.1080/0260293870120303.
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Lakin, Amy L. "Effective faculty evaluation at the teaching-centered university." International Journal of Educational Management 30, no. 6 (August 8, 2016): 976–88. http://dx.doi.org/10.1108/ijem-03-2015-0030.
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Purpose – The purpose of this paper is to determine the most fair, authentic, and reliable elements to include in a portfolio of faculty work, specifically at teaching-centered institutions. Design/methodology/approach – This paper examines and evaluates relevant literature pertaining to faculty portfolios of work and recommends portfolio formats for teaching-centered institutions. Findings – The author concludes that the four most essential components of a faculty member’s portfolio at a teaching-centered university are mindful student evaluations, critical peer evaluations, a sample of teaching materials, and evidence of collegial behavior. Originality/value – This paper is valuable for administrators, deans, and department chairs who are evaluating their current rank, tenure, and promotions criteria and processes.
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Maynard, D. N. "EVALUATION OF PROPAGATING STOCK AND PRACTICES FOR ANNUAL RHUBARB PRODUCTION." HortScience 25, no. 9 (September 1990): 1119f—1119. http://dx.doi.org/10.21273/hortsci.25.9.1119f.
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Yield and quality of seed- and vegetatively-propagated rhubarb [Rheum rhabarbarum L.) for annual production were evaluated for 4 seasons. Field planting of transplants or crown divisions in late October or early November resulted in harvests beginning in early to late January and continuing until late April. Selection of `Victoria' seedlings based on petiole color was not effective in increasing the proportion of red mature petioles. Yields from seed-propagated annual `Victoria' rhubarb were always higher than yields from `McDonald' single-bud crown divisions and higher than yields from `McDonald' crown-divisions in one of two years. The four-year average yield for `Victoria' seed-propagated rhubarb was 20.4 Mg·ha-1 whereas `McDonald' crown-division-propagated rhubarb had a two-year average yield of 15.8 Mg·ha-1. On the other hand, petiole color of vegetatively-propagated rhubarb was always superior to that of seed-propagated rhubarb. GA applications increased early yield from `McDonald' single-bud divisions, but reduced early and total harvest petiole weight.
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Ahmad, Tashfeen. "Teaching evaluation and student response rate." PSU Research Review 2, no. 3 (December 14, 2018): 206–11. http://dx.doi.org/10.1108/prr-03-2018-0008.
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Purpose The purpose of this paper is to share the author’s viewpoint on how to increase student response rate in course evaluation surveys. Design/methodology/approach The approach is to highlight measures which increased student response rate in online surveys of the author’s teaching evaluation at The University of the West Indies, Jamaica. Findings This viewpoint suggests that student response rate to course evaluation can be improved by the lecturer’s effective communication. The examples of effective communication are given in this paper. Originality/value This work will encourage the lecturers to initiate more student engagement to improve response rate of their teaching evaluation.
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Casentini, Marco. "Recensione: Russel, Victoria & Murphy-Judy, Kathryn (2020). Teaching language online. Routledge." Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza 8, no. 2 (November 30, 2021): 220–23. http://dx.doi.org/10.21283/376905x.14.255.
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IT La presente recensione mira ad offrire una valutazione critica del volume Teaching Language Online di Victoria Russel e Kathryn Murphy-Judy. Nella prima parte della recensione viene introdotto l’argomento generale trattato dal libro, descrivendone brevemente i contenuti di ogni capitolo. Nella seconda parte si fornisce una descrizione dei contenuti in prospettiva critica, evidenziandone i punti di forza e le eventuali criticità. Parole chiave: DIDATTICA DELLE LINGUE, INSEGNAMENTO ON-LINE, ADDIE EN This review aims to offer a critical evaluation of the book, Teaching Language Online, by Victoria Russel and Kathryn Murphy- Judy. In the first section of the review, the general topic of the book is discussed, and a brief description of the contents of each chapter is offered. The second section consists of a description of its contents through a critical perspective highlighting its strengths as well as its weaknesses. Key words: LANGUAGE TEACHING, REMOTE TEACHING, ADDIE ES Esta reseña tiene como objetivo ofrecer una valoración crítica del volumen Teaching Language Online, de las autoras Victoria Russel y Kathryn Murphy-Judy. En la primera parte de la reseña se trata el tema general del libro y se ofrece una breve descripción del contenido de cada capítulo. En la segunda parte se lleva a cabo una descripción de los contenidos desde un punto de vista crítico, y se destacan tanto sus puntos fuertes como sus puntos débiles. Palabras clave: ENSEÑANZA DE LENGUAS, ENSEÑANZA REMOTA, ADDIE
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Casentini, Marco. "Recensione: Russel, Victoria & Murphy-Judy, Kathryn (2020). Teaching language online. Routledge." Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza 8, no. 2 (November 30, 2021): 220–23. http://dx.doi.org/10.21283/2376905x.14.255.
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IT La presente recensione mira ad offrire una valutazione critica del volume Teaching Language Online di Victoria Russel e Kathryn Murphy-Judy. Nella prima parte della recensione viene introdotto l’argomento generale trattato dal libro, descrivendone brevemente i contenuti di ogni capitolo. Nella seconda parte si fornisce una descrizione dei contenuti in prospettiva critica, evidenziandone i punti di forza e le eventuali criticità. Parole chiave: DIDATTICA DELLE LINGUE, INSEGNAMENTO ON-LINE, ADDIE EN This review aims to offer a critical evaluation of the book, Teaching Language Online, by Victoria Russel and Kathryn Murphy- Judy. In the first section of the review, the general topic of the book is discussed, and a brief description of the contents of each chapter is offered. The second section consists of a description of its contents through a critical perspective highlighting its strengths as well as its weaknesses. Key words: LANGUAGE TEACHING, REMOTE TEACHING, ADDIE ES Esta reseña tiene como objetivo ofrecer una valoración crítica del volumen Teaching Language Online, de las autoras Victoria Russel y Kathryn Murphy-Judy. En la primera parte de la reseña se trata el tema general del libro y se ofrece una breve descripción del contenido de cada capítulo. En la segunda parte se lleva a cabo una descripción de los contenidos desde un punto de vista crítico, y se destacan tanto sus puntos fuertes como sus puntos débiles. Palabras clave: ENSEÑANZA DE LENGUAS, ENSEÑANZA REMOTA, ADDIE
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MELARA GUTIÉRREZ, Francisco José, and Ignacio GONZALEZ LÓPEZ. "Teacher Training for Effective Teaching." Education in the Knowledge Society (EKS) 22 (March 12, 2021): e25290. http://dx.doi.org/10.14201/eks.25290.
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This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.
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Nichols, Roger C. "High-Resolution Videomicroscopy: Evaluation as an Effective Teaching Tool." Laboratory Medicine 18, no. 10 (October 1, 1987): 690–94. http://dx.doi.org/10.1093/labmed/18.10.690.
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Dirks, Joni L. "Effective Strategies for Teaching Teamwork." Critical Care Nurse 39, no. 4 (August 1, 2019): 40–47. http://dx.doi.org/10.4037/ccn2019704.
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Teamwork is essential for health care providers, who must work together to ensure safe and effective patient care. The ability to function effectively as a team is especially important in critical care, where ad hoc teams are brought together for short-term management of crisis situations. Teamwork training has been widely implemented, but ongoing education and practice are needed to maintain and improve competency. This article reviews some of the literature on team science and provides recommendations for enhancing training to promote development of a shared mental model. Strategies such as ensuring multidisciplinary participation, clarifying team resources and goals, and creating practice scenarios can increase the effectiveness of training for critical care teams. Evaluation can provide immediate feedback on learning outcomes and may facilitate subsequent transfer of learning to the clinical setting. Interventions that improve a team’s ability to work toward a common goal can improve outcomes for critically ill patients.
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D. PRATT, M. KELLY, W. S. S. WONG, D. "Chinese conceptions of 'effective teaching' in Hong Kong: towards culturally sensitive evaluation of teaching." International Journal of Lifelong Education 18, no. 4 (July 1, 1999): 241–58. http://dx.doi.org/10.1080/026013799293676.
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Pratt, D. D., M. KELLY, and W. S. S. WONG. "Chinese conceptions of 'effective teaching' in Hong Kong: towards culturally sensitive evaluation of teaching." International Journal of Lifelong Education 18, no. 4 (July 1999): 241–58. http://dx.doi.org/10.1080/026013799293739a.
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Preskill, H. "Using Critical Incidents to Model Effective Evaluation Practice in the Teaching of Evaluation." American Journal of Evaluation 18, no. 1 (February 1, 1997): 65–71. http://dx.doi.org/10.1177/109821409701800107.
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Preskill, Hallie. "Using critical incidents to model effective evaluation practice in the teaching of evaluation." Evaluation Practice 18, no. 1 (December 1997): 65–71. http://dx.doi.org/10.1016/s0886-1633(97)90009-x.
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Rakes, Christopher R., Michele L. Stites, Robert N. Ronau, Sarah B. Bush, Molly H. Fisher, Farshid Safi, Siddhi Desai, et al. "Teaching Mathematics with Technology: TPACK and Effective Teaching Practices." Education Sciences 12, no. 2 (February 18, 2022): 133. http://dx.doi.org/10.3390/educsci12020133.
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This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.
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Tarmudi, Zamali, Munirah Rossdy, Jasman Jaafar, and Abdul Kadir Rosline. "Simple Hierarchy Analysis-Based Linguistic Weights to Effective Teaching Evaluation." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 01 (January 2017): 33–38. http://dx.doi.org/10.9790/7388-0701053338.
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Akpe, C. S., and G. O. Igwe. "Towards an effective and reliable evaluation of college teaching practice." Studies in Educational Evaluation 18, no. 2 (January 1992): 221–26. http://dx.doi.org/10.1016/0191-491x(92)90020-e.
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Wang, Ya Wei, and Dian Li Cao. "Evaluation of the College Classroom Teaching Quality Based on Fuzzy Comprehensive Evaluation." Applied Mechanics and Materials 195-196 (August 2012): 911–15. http://dx.doi.org/10.4028/www.scientific.net/amm.195-196.911.
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Through designing the evaluation index system, the fuzzy comprehensive evaluation model of the college classroom teaching quality is constructed based on the theory of fuzzy mathematics in this paper. The empirical results show that the model is an effective assessment to evaluate the quality of college classroom teaching and has good scientificity and practicality.
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Suryana, Dadan, Novi Engla Sari, Winarti, Lina, Farida Mayar, and Sri Satria. "English Learning Interactive Media for Early Childhood Through the Total Physical Response Method." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 60–80. http://dx.doi.org/10.21009/jpud.151.04.
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Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementation, and evaluation). Data collection techniques in this study were based on the results of expert validation tests, media practicality tests, and media effectiveness tests on children aged 5-6 years in Kindergarten. The results showed that the validity test of developing interactive media for children's English learning through the TPR method by media expert was declared valid with the result of 93%. The validity test on the material aspect shows the result is 98%. In the language aspect, the language expert gave the results of the feasibility of the language used in the media with a value of 96%. Likewise, with the practicality test, the results showed that the media had an average value of practicality with a percentage of 94%. The most important result in media development is determined by the results of the effectiveness test, and this media gets an average percentage score of 77.8% on the media tested on children. Therefore, interactive media for children's English learning through the Total Physical Response method deserves to be used as interactive and quality learning media that is practical and effective for early childhood. Intervention in introducing how to develop interactive media for learning English to teachers can be carried out in further research.
Keywords: Early Childhood, English Learning Media, Total Physical Response (TPR) method
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Matthew, Ige Akindele. "Effective Classroom Management: A Sine Qua Non to Effective Teaching in a School Setting." International Journal of Educational Studies 5, no. 1 (January 25, 2022): 1–7. http://dx.doi.org/10.53935/2641-533x.v5i1.171.
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A classroom is a place where a teacher teaches the learners and where the learners learn from a teacher. Being the workshop of a teacher where teaching and learning take place, the management of a classroom needs to be accorded priority attention. It is believed that if classroom management is given attention, so will effective teaching be achieved. In this paper, the issue of effective classroom management is examined, with a focus on the elements, such as the effective use of chalkboard, communication, use of teaching aids/instructional materials, evaluation of lesson, and management of behavioural challenges, such as noise-making, sleeping, fighting, reading, writing, eating, hissing, foot-dragging, just to mention a few; as well as the management of classroom environment, are examined. The paper recommends how to achieve effective classroom management and ultimately, effective teaching in a classroom setting, such as effective use of chalkboard, communication, use of instructional materials, evaluation of lesson, and management of behavioural challenges.
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Yaping nad Pauline Stanton, Dong. "Evaluation of the health services management training course of Jiangsu, China." Australian Health Review 25, no. 3 (2002): 161. http://dx.doi.org/10.1071/ah020161.
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Health service management education programs emerged in the early 1980s in China as a result of changing demands on health service managers created by new directions in health policy. This paper reports on an evaluation of the Jiangsu-Victoria Health Management Training Program and discusses five of the main findings. Participants in the study believed that the Program has impacted positively on the health management practice of Jiangsu Province, and has made a significant contribution to health services management education in China. However, certain areas in teaching practice need to be improved and participants in the study provided suggestions to achieve this. The study also found that there were limitations to the impact of managerial education due to administrative and environmental factors.
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Prain, Vaughan, and Tony Booth. "Using Interactive Television to Deliver Professional Development Programs in Rural Victoria." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 5–10. http://dx.doi.org/10.47381/aijre.v3i2.373.
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In 1991 the Regional Telematics Educatiou Consortium (RTEC) was established to promote and co-ordinate the telematic delivery of education and training programs in rural Victoria. 'Telematics' is defined as all electronically-delivered communication, including audio and audiographic conferencing, and one or two-way video transmission. Interactive television programs were first trialled in 1991 in the Loddon Campaspe Mallee Region, and expanded to over twenty programs in 1992. While many of these programs consisted of only one or two sessions, the Promoting Effective Teaching and Learning Program (PETL), a professional development course of six ITV sessions supported by one initial face-to-face session, provided more data on presenter and participant initial perceptions and responses. Eleven presenters delivered PETL to two hundred and forty-one teachers at twenty-three sites in the Loddon Campaspe Mallee Region during 1992.
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Munchan, Leanne, and Joseph Agbenyega. "Exploring early childhood educators’ experiences of teaching young children with disability." Australasian Journal of Early Childhood 45, no. 3 (July 31, 2020): 280–91. http://dx.doi.org/10.1177/1836939120944635.
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This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators’ voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators’ understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion; a lack of support and inadequate professional learning; and supporting effective practice through relationship with families, experts and children. The findings draw implications of evidence-based professional learning that is less focused on the interests of academic researchers and policy makers and more on the everyday needs of early childhood educators.
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Tripathi, Ramna. "Importance and Improvements in Teaching-Learning process through Effective Evaluation Methodologies." ESSENCE International Journal for Environmental Rehabilitation and Conservation 9, no. 2 (December 31, 2018): 7–16. http://dx.doi.org/10.31786/09756272.18.9.2.202.
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Awati, J. S., Seema S. Desai, and Suvarna Tope. "Mind Mapping: An Effective Teaching Learning Evaluation Tool in Engineering Education." Journal of Engineering Education Transformations 33 (January 31, 2020): 78. http://dx.doi.org/10.16920/jeet/2020/v33i0/150071.
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Cooper, Lora, Christine Baron, Linnea Grim, and Gary Sandling. "Teaching Teachers Onsite: Using Evaluation to Develop Effective Professional Development Programs." Journal of Museum Education 43, no. 3 (July 3, 2018): 274–82. http://dx.doi.org/10.1080/10598650.2018.1489196.
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Gentile, Lance M., and Merna M. McMillan. "Reading Teachers' Learning/Teaching Styles: Keys to Effective Supervision and Evaluation." Literacy 19, no. 3 (November 1985): 127–39. http://dx.doi.org/10.1111/j.1467-9345.1985.tb00595.x.
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Li, Ai Feng, Ying Hu, and Wen Jing Zhao. "Research on Teaching Quality Evaluation Using Data Mining Technique." Advanced Materials Research 926-930 (May 2014): 4582–85. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4582.
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—In this paper, we employ data mining (DM) technique to analyze various potential factors which impact the in-class teaching quality evaluation. Based on an effective dataset, we first exploit association rule method to mine the relationship between the teacher’s attributions, such as title, degree, age, seniority, and load, and the in-class teaching quality evaluation results. Then, we construct the decision tree of course’s attributions to reveal how the course’s attributions, such as property, credit, week hour, and number of students, impact the in-class teaching quality evaluation results. Our mined rules can provide effective guidance to talent development, teaching management, and input of talent in higher education system. Index Terms—data mining, decision tree, association rule, teaching quality evaluation
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Oudat, Mo’een Ahmad. "The Extent of Applying Effective Teaching Skills in Teaching Physical Education." Journal of Social Sciences Research, no. 510 (October 15, 2019): 1507–14. http://dx.doi.org/10.32861/jssr.510.1507.1514.
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This study aimed to identify to the extent of applying effective teaching skills in teaching physical education. The researcher employed the descriptive survey method, and the study population consisted of all the students in enrolled in physical education teaching methods course during the first semester of the academic year 2018/2019 (N=83). The study sample consisted of all the study population participants (100%). A 35-item questionnaire was constructed, specially designed for the effective teaching skills (classroom management, planning, teaching aids, implementation, and evaluation). The scientific coefficients of the study instruments were calculated through obtaining the content validity and reliability (0.91); the means, standard deviation, T-test and One Way ANOVA to obtain the differences of the means and answer the questions. The results showed statistically significant differences at the (P≤0.05) level in the means of the effective teaching skills by gender, in favor of the males. There were statistically significant differences in the effective teaching skills, by academic years, in favor of the first year, and second years, respectively. The results further showed statistically significant differences in the effective teaching skills by academic department, in favor of the sport rehabilitation department.
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Chaudhuri, Joydeep D., and B. Venugopal Rao. "Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection." International Journal of Research in Medical Sciences 6, no. 1 (December 23, 2017): 378. http://dx.doi.org/10.18203/2320-6012.ijrms20175756.
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Recent changes in curriculum have seen a curtailment in the time devoted to the teaching of gross anatomy, one of the most integral components of medical education. This has resulted in the reduction, and in some cases the elimination of cadaveric dissection, most significantly due to the huge amount of resources involved in conducting a cadaveric dissection program. Nevertheless, cadaveric dissection still comprises a significant part of the time devoted to the teaching of gross anatomy. Hence it is of paramount importance that maximum benefit be derived from cadaveric dissections since it offers unique advantages, most significant being the appreciation of the three-dimensional concepts of body organization. The key part of effective anatomy teaching using cadaveric dissection is having the best instructors for this task. While student evaluation of teaching (SET) questionnaires have been used to evaluate instructor proficiency in lecture classes, there is no SET questionnaire that has been specifically designed for the assessment of instructors involved in cadaveric dissection. The aim of this article is to design a questionnaire specifically for the evaluation of the competency of instructors involved in cadaveric dissection, and reinforce the arguments for the continued use of cadaveric dissection in the teaching of anatomy.
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Zou, Bin, Lulu Huang, Wulin Ma, and Yuqing Qiu. "Evaluation of the effectiveness of EFL online teaching during the COVID-19 pandemic." SAGE Open 11, no. 4 (October 2021): 215824402110544. http://dx.doi.org/10.1177/21582440211054491.
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Online teaching has been massively conducted during the novel coronavirus period all over the world. How to evaluate online teaching has been increasingly researched recently. This study looked at how English as a foreign language (EFL) teaching was delivered online by university teachers during the COVID-19 pandemic. We investigated university teachers and students’ perception of effective EFL online teaching and learning based on several evaluation modes in using technology in education. Data were collected using questionnaires and interviews from teachers and students in a variety of provinces in Mainland China. The results showed that various methods were used to deliver online EFL courses and these approaches are found to correlate with each other. Teachers and students provided positive comments on online teaching and were satisfied with their online teaching and learning. Participants also noted effective ways in online EFL teaching. The findings indicated that when teachers have more training, more skills, and more confidence, they could deliver more effective online teaching and learning.
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Zhang, Jinzhu. "Research on Evaluation Model of the Effective EFL Teaching in the Era of Informatization." Journal of Language Teaching and Research 9, no. 4 (July 1, 2018): 738. http://dx.doi.org/10.17507/jltr.0904.09.
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The world is changing with a remarkable speed with the advancement of the informatization, which has revolutionized many fields. EFL teaching in China enjoys great priority. While in the era of IT, traditional teaching mode can no longer satisfy the needs of the globalization and Chinese society. In order to improve the classroom efficiency, the first thing the author believes should be done is the reform of the traditional evaluation system of EFL classroom teaching. In this paper, the author proposes a new framework to evaluate the college EFL classroom teaching in the context of information age, hoping to contribute to the improvement of teaching efficiency at college EFL classroom.
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KIZILTEPE, ZEYNEP, and Özlem Sali. "Professional Development for Effective Teaching in Higher Education." International Journal of Higher Education Pedagogies 2, no. 4 (December 20, 2021): 28–37. http://dx.doi.org/10.33422/ijhep.v2i4.81.
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Improved instruction leads to effective student learning, which is one of the key elements for the success of the higher education institutions. Most faculty members begin teaching professionally based on their experiences as university students, without completing any formal professional development program. The aim of this study is to investigate the needs of faculty members in a newly established private university in Istanbul to improve their teaching and learning process. Findings are based on the answers of 200 faculty members aged between 25 and 75. Besides the demographic information which included if they have had any professional development program, the study entailed a checklist. Whether they needed information about distance education (teaching methods, measurement and evaluation, student relationships); face to face education; (teaching methods, active teaching techniques, critical thinking, classroom discussion, effective techniques for large and small classes, differentiation, classroom management); and general information (techniques to cope with stress, learning styles and strategies, syllabus design, to evaluate student learning, student centered learning, increase student motivation, teaching technologies) are among the items of the checklist. Results showed that the 97% of the respondents had never had a professional development program before. While measurement and evaluation were the areas that they felt they needed to be informed the most, classroom management was the least one. As a result, a professional development program for all faculty members was highly recommended to the institution.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Liu, Yang. "Research on the teaching effect evaluation system of "mixed teaching" from the perspective of educational ecology." Lifelong Education 8, no. 2 (August 4, 2019): 36. http://dx.doi.org/10.18282/le.v8i2.777.
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<p>With the continuous deepening of education and teaching reform, new teaching methods are gradually derived. The effective application of hybrid teaching method in the teaching process has achieved good teaching effect and is accepted by the majority of teachers and students. This teaching method involves many aspects of content, and the introduction of the concept of educational ecology makes the teaching effect evaluation system of "mixed teaching" more targeted and effective. Based on the concept of educational ecology, this paper discusses the teaching effect evaluation system of "mixed teaching", hoping to solve the problems in the teaching process and establish a more suitable learning effect evaluation system.</p>
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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.
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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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Wang, Ping, Jun Cong, and Shi Liu. "EXPLORING AND CONSTRUCTING AN EFFECTIVE EVALUATION MODEL OF NETWORK TEACHING FROM THE PERSPECTIVE OF EMOTION REGULATION." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A51. http://dx.doi.org/10.1093/ijnp/pyac032.070.
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Abstract Background Affected by the epidemic, the online teaching of “Internet + intelligence” technology has broken the traditional teaching mode and realized the multi-dimensional, intelligent and in-depth interaction and integration between learners, teachers and online learning resources. It has become an important development direction of higher education in China and even the world. Network teaching has changed from “fresh” to “new normal”. Topics and Methods Using the methods of literature review, system analysis and PDCA cycle model, determine the design and evaluation of network teaching, and explore an effective evaluation model of network teaching from the perspective of educational psychology, so as to promote teaching practice. This study takes 200 freshmen in a university as the research object to study the College Chinese anxiety, self-efficacy and achievement level in online teaching. The score of the Chinese final exam is used to divide participants into pass group and fail group. Both gender and major are considered as variables of language achievement. This study includes four elements of self-efficacy: learning ability, courage to overcome challenges, effort and overcoming setbacks. Through t-test, univariate and multivariate analysis of variance and regression analysis, we investigated the relationship between foreign language anxiety, self-efficacy and academic achievement of students of different majors and genders. Results Generally speaking, students' attention to online teaching evaluation fluctuated and increased, but there is still no core author group and close institutional cooperation network. The frontier fields of network teaching evaluation research mainly include evaluation theory and technology research, quality and effect research, quality influencing factors research, teaching design evaluation research and evaluation methods research. The research hotspots of network teaching evaluation mainly include the research on the concept and connotation of network teaching evaluation, the evaluation of network teaching environment and technology, the evaluation of network teaching curriculum and teaching process, and the evaluation of network teaching effect. However, teaching quality has become the bottleneck restricting the development of network teaching. It is difficult to see the whole picture of effective network teaching. Considering the space limitations of network teaching, there are many blind spots in the evaluation of teachers' network teaching effect. This paper formulates an effective network teaching evaluation model framework, constructs an effective network teaching standard evaluation content, and puts forward the implementation path of standard evaluation, which provides a strong guarantee for the high-quality development of network teaching. The results show that the learning anxiety level of the improvement group is significantly lower than that of the failure group, and the self-efficacy level of the pass group is significantly higher than that of the failure group. Compared with the male group, the female group's language achievement and self-efficacy level are much higher. However, there was no significant difference in anxiety levels between men and women. In addition, the study also found that foreign language anxiety was negatively correlated with foreign language achievement. Similarly, there is a significant negative correlation between foreign language anxiety and self-efficacy. State anxiety, trait anxiety and foreign language learning anxiety are positively correlated. The anxiety component of learners' personality characteristics plays an important role in the generation of foreign language learning anxiety. There was no significant difference between the experimental group (M = 2.528, SD = 0.540) and the control group (M = 2.695, SD = 0.858); There was no significant difference between the experimental group (M = 2.778, SD = 0770) and the control group (M = 2.556, SD = 0.808); There was no significant difference in the total score of emotion regulation self-efficacy between the experimental group (M = 35.083, SD = 5.931) and the control group (M = 35.500, SD = 5.551). Conclusion Realizing the standardization and standardization of the whole chain of the purpose, process and results of online teaching will help teachers clarify this process and knowledge system, improve the standards and practical ability of effective online teaching, and integrate new technologies such as artificial intelligence into the process of online teaching and online teaching evaluation, which has attracted the attention of more and more researchers and can greatly improve the learning quality of students, It provides a reference for the orderly development of online teaching activities. Acknowledgement This research was supported by Heilongjiang Higher Education Teaching Reform Project “Exploration and Practice of Online Teaching Mode for Effective Learning” (Grant No. SJGZ20200094), Heilongjiang Postdoctoral Scientific Research Developmental Fund (Grant No. LBH-Q20107), Heilongjiang Basic Scientific Research Project (Grant No. 2020KYYWF-FC12), and Harbin Sport University Doctoral Scientific Research Start-up Fee Project (Grant No. RCYJ-2104).
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Maynard, D. N. "Evaluation of Propagating Stock and Practices for Annual Rhubarb Production." HortScience 25, no. 11 (November 1990): 1399–401. http://dx.doi.org/10.21273/hortsci.25.11.1399.
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Yield and quality of seedand vegetatively propagated rhubarb (Rheum rhabarbarum L.) for annual production were evaluated for four seasons. Selection of `Victoria' seedlings based on petiole color was not effective in increasing the proportion of red mature petioles. Yields from seed-propagated annual rhubarb were always higher than yields from single-bud crown divisions and from crown divisions in 1 of 2 years. Petiole color of vegetatively propagated rhubarb was always superior to that of seed-propagated rhubarb. GA applications increased early yield from single-bud divisions, but reduced petiole weight of early and total harvest of `McDonald' rhubarb. Chemical name used: gibberellic acid (GA).
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Xia, Yao Wen. "Computer Network Course Evaluation Based on Moodle Platform." Applied Mechanics and Materials 380-384 (August 2013): 2340–43. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2340.
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Moodle is a completely free open source course management system, according to the basic principle of pedagogy related; it aims to help teachers to create a effective learning community. Moodle platform used in the computer specialized curriculum teaching, enables students from the inquiry learning, autonomous learning, cooperative learning and so on several aspects to improve the effectiveness of professional course teaching. And interactive evaluation as an important component of Moodle teaching platform, directly affects the network curriculum teaching effect and quality.
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Prybylo, David. "Beyond a Positivistic Approach to Teacher Evaluation." Journal of School Leadership 8, no. 6 (November 1998): 558–83. http://dx.doi.org/10.1177/105268469800800603.
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Public school administrators have come under increasing pressure to be accountable for student outcomes. Some of the focus of this accountability has been on the assessment of teachers, and many districts have adopted instruments based on effective teaching research. These instruments, derived from the process-product literature of the 1970s, attempt to evaluate teaching based on observation of specific teaching behaviors. Performance-based teacher assessment is an ineffective and inappropriate means of evaluation because it does not truly assess teaching. Alternative methods of teacher assessment are needed to support professional development and encourage collegiality between teachers and administrators.
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Ghunaim, Lama. "Evaluation of Mastery Level of Effective Teaching Skills Among Teachers in Inclusive Schools in Jordan." Dirasat: Educational Sciences 49, no. 1 (March 1, 2022): 421–30. http://dx.doi.org/10.35516/edu.v49i1.729.
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This study aims at evaluating mastery level of effective teaching for teachers in inclusive schools in Jordan. A total of 50 teachers served as a sample of study. The teachers were rated on a scale which consisted of (38) items within three dimensions: planning, teaching, and classroom management, and evaluation. The finding of the study showed that the mean of the teaching and classroom management dimension was significant. However, the means of planning and evaluation, as well as the mean of the total score were not significant. The findings also showed that there were significant differences in mastery teaching with respect to specialization in favor of teachers majoring educational specialization. Further, the findings showed that there were no significant differences in mastery teaching as regards for their teaching experiences.
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Pohlmann, Theresa, Klaus Hager, Volker Paulmann, and Sandra Steffens. "Teaching in Geriatrics: Is structured written feedback effective for lectures." Innovation in Aging 5, Supplement_1 (December 1, 2021): 756. http://dx.doi.org/10.1093/geroni/igab046.2803.
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Abstract Background: Although there have been discussions about traditional lecturing, lectures are still largely a widespread concept of knowledge transfer. Therefore, it is important to constantly review and evaluate this format. The aims of this study were to analyze which effect a criteria-based written feedback has on the lecture course in geriatrics as an alternative to the conventional student evaluation. Furthermore, we wanted to investigate what kind of impact structured feedback has on lecturers in terms of content, organization and quality. Methods: The study was a prospective longitudinal analysis. The 34 lectures on the subject of geriatrics were analyzed over two cohorts using a standardized evaluation sheet. The assessment was carried out on a 5-point-scale using a 22-item feedback instrument. After the first evaluation, each lecturer received an individual evaluation with strengths and suggestions for improvement. In the second cohort the lecture series was evaluated again, and individual feedback was sent. Results: In six of 22 sub-categories the improvement was significant. The most significant improvement was made in terms of content/structure with an increase from 3.4 to 4.3 points. Conclusion: This study shows that significant improvement in teaching is possible by means of individualized written feedback for the lecturers and that students perceive the resulting improvements positively. Our results suggest that the implementation of these feedback instruments in other modules might improve their teaching as well.
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Liu, Yu. "The Practice of Formative Assessment in College English Teaching." Pacific International Journal 5, no. 4 (December 31, 2022): 143–46. http://dx.doi.org/10.55014/pij.v5i4.269.
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With the increasing demand for a higher level of college English teaching, a proper way of evaluation, which is a vital part for the whole process of teaching, is in great need. As an effective method of teaching evaluation, formative assessment has attract great concern among professors and scholars and is now extensively being applied to college English teaching, contributing to the effective implementation of college English teaching evaluation. Based on the present situation of college English teaching, this paper analyzes the challenges and problems that college English teaching is facing and tries to put forward some practical paths to integrate formative assessment into present college English teaching.
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Ping, Liang. "Evaluation Method of English Learning Efficiency Based on Grey Management Analysis." Mathematical Problems in Engineering 2022 (April 4, 2022): 1–8. http://dx.doi.org/10.1155/2022/8510885.
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In order to improve the evaluation methods of English teaching efficiency, improve the accuracy and operability of evaluation, this paper analyzes the basic characteristics of English teaching efficiency from the perspective of ecological classroom theory, and puts forward a formula to measure the efficiency of Ecological English teaching. On this basis, this paper discusses a new method to evaluate eco-English teaching efficiency from two levels of basic characteristics and overall structure and illustrates the intuitiveness and feasibility of this method through an example to enhance its application value and reference significance. For the evaluation of effective English learning process, this paper combines the principal component analysis method and data envelopment analysis method to establish an analysis model of the relative efficiency of effective English learning, including a constant return to scale model, variable return to scale model, and scale efficiency model, which provides a quantitative analysis basis for the evaluation of effective English learning process. In order to facilitate the analysis of the relationship between “input” and “output” in English learning, and facilitate the quantitative analysis of the relationship between strategy choice and achievement in English learning, so as to provide scientific reference for English teaching and research.
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Liu, Lei. "The Research of Highly Effective Wrestling Educational Model Based on Optimized Theory Technology." Journal of Computational and Theoretical Nanoscience 14, no. 1 (January 1, 2017): 37–41. http://dx.doi.org/10.1166/jctn.2017.6120.
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Theoretical studies in Chinese-style wrestling teaching optimization can help to better explore the theory and practice of teaching Chinese Wrestling innovation, improve teaching quality, promote Chinese-style wrestling the popularization and development in colleges and universities. In this paper, optimization theory and optimized content and optimized implementation strategy in Chinese-style wrestling teaching have been studied in-depth analysis, which will not only help promote the development of Chinese-style wrestling teaching, also for other sports curriculum has a guiding role. In this article study the main application of optimization theory in teaching of prominent Chinese-style wrestling in normal college sports elective course, in the process of teaching, a further study needed in optimizing teaching content, teaching methods, teaching structure, teaching evaluation. In addition that, because of much to optimization subject in the Optimization Research in Teaching, so this paper mainly evaluate the effect on the curriculum, the attitude of learning and the effect of mastering the skills during the research process. Evaluation of the content is not comprehensive enough so in the future need to go further.
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Tashkenbayeva, Zhuldyz, Aitzhan Abdyrov, Baurzhan Nurkeshov, Gulzhan Muratova, Aliya Кoxegen, and Laila Smailova. "Effective ways of teaching in distance education." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3821–33. http://dx.doi.org/10.18844/cjes.v17i10.8252.
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The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment.
Keywords: Distance education, teacher opinions, primary school teachers;
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Kettemann, Bernhard. "How effective is CALL in ELT?" ReCALL 7, no. 1 (May 1995): 49–53. http://dx.doi.org/10.1017/s0958344000005103.
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Recently the NCET (National Council for Educational Technology) published a survey of the results of various studies on the evaluation and effectiveness of computer assisted teaching in Great Britain.1 This survey lists several positive effects of computer assisted teaching in a wide variety of educational applications. These range from increased motivation and eagerness to learn by disturbed or handicapped children to an increase in the performance of good learners by e.g. training analytic and divergent thinking.