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Relevant bibliographies by topics / Teacher effectiveness

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Academic literature on the topic 'Teacher effectiveness'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Teacher effectiveness"

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Ahmad Ganai, Ashaq. "Teacher Effectiveness and Factors Promoting Teacher Effectiveness." International Journal of Science and Research (IJSR) 12, no. 8 (August 5, 2023): 1389–92. http://dx.doi.org/10.21275/sr23812122127.

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Ornstein, Allan C. "Teacher Effectiveness." Education and Urban Society 18, no. 2 (February 1986): 139–41. http://dx.doi.org/10.1177/0013124586018002001.

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Shuls, James V., and Julie R. Trivitt. "Teacher Effectiveness." Educational Policy 29, no. 4 (December 30, 2013): 645–75. http://dx.doi.org/10.1177/0895904813510777.

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Kurgat, Joyce J., Kosgei K. Zachariah, and Tirop Anastacia. "Quest for Teacher Effectiveness Parameters." International Journal for Innovation Education and Research 4, no. 12 (December 31, 2016): 197–205. http://dx.doi.org/10.31686/ijier.vol4.iss12.75.

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Teacher effectiveness is the capacity of teachers to perform their duties optimally and achieve desired educational goals and standards. The purpose of this study was to establish the factors influencing teacher effectiveness and quality education in public and private secondary schools in the north rift region. To establish factors that influence the effectiveness of teachers, the study employed descriptive research design, which entailed the collection of data using questionnaires observations and interviews. The target populations for the study were teachers and head teachers in selected public and private secondary schools. Stratified sampling method was used in the selection of permanent and temporary teachers, whereas purposive sampling method was used in the selection of head teachers. The study sampled 22 temporary teachers from the private schools and 100 teachers from public schools, where 13 were temporary teachers and 87 were permanent teachers. Data were analyzed using both descriptive and inferential statistics. The findings showed that a myriad of parameters gravitate around the teacher effectiveness concept and the earlier these parameters are isolated and teased out the better for the education fraternity. The study therefore recommends that parameters such administration, teachers, students, and classroom be leveraged to improve teacher effectiveness in both public and private secondary schools.

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Yook, Cheongmin. "College ESL Teachers’ Views on Teacher Effectiveness." Korean Journal of Applied Linguistics 28, no. 1 (March 31, 2012): 321. http://dx.doi.org/10.17154/kjal.2012.03.28.1.321.

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Fauzi, Iwan, and Andrian Nuriza Johan. "Reviewing Teacher Effectiveness in Improving Student Learning." EBONY: Journal of English Language Teaching, Linguistics, and Literature 4, no. 1 (January 25, 2024): 39–49. http://dx.doi.org/10.37304/ebony.v4i1.12295.

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This research is dealing with the review of teacher effectiveness in improving student learning. A qualitative research method by using technique of library research was applied in analyzing the data in this research. There are four aspects of teacher effectiveness reviewed by the researchers: firstly, the nature of teacher’s effectiveness; secondly, teacher effectiveness based on the teacher’s performance; thirdly, teacher effectiveness based on the student’s achievement; and fourthly, benefits of teacher effectiveness for improving student learning. The results from four aspects which are reviewed give a comprehensive definition of effective teachers and specific method on how to evaluate teacher effectiveness based on teacher performance such as supervisors’ rating, students’ evaluation of teachers, peer-reviewed assessment, and self-evaluation. In addition, the review also evaluated teacher effectiveness based on student’s achievement in which value-added models were exemplified to the measurement of the effectiveness. Last, beyond teachers’ contribution to student achievement; this library research also includes how effective teachers impact student learning which obviously contribute to important outcomes for students as benefits for learning improvement.

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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.

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Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (March 3, 1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.

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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instructional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.

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Ornstein, Allan C. "Teacher Effectiveness Research." Education and Urban Society 18, no. 2 (February 1986): 168–75. http://dx.doi.org/10.1177/0013124586018002003.

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Ornstein, Allan C. "Considering Teacher Effectiveness." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 9 (May 1985): 399–402. http://dx.doi.org/10.1080/00098655.1985.11674157.

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Dissertations / Theses on the topic "Teacher effectiveness"

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Doughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.

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Elliott, William F. "Teacher evaluation and administration effectiveness." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/360.

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Rawal, Shenila. "Teachers : an investigation into teacher quality and effectiveness." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020767/.

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This thesis presents a descriptive statistic and econometric analysis of differential teacher effectiveness in developing countries. The first chapter uses several different datasets to exam1ne South Asia's track record with regards to teacher quality. This quantitative analysis contributes to the evidence-base and confirms that teachers' subject-knowledge, management and accountability are vital aspects of teacher quality and require much improvement. The evidence also indicates that there is a growing use of contract teachers to help address rising student numbers by financially constrained governments, and that observable teacher characteristics play a limited role in explaining differential teacher effectiveness. These crucial findings are then investigated further. In the second chapter a systematic review of the international literature is conducted to examine whether contract teachers are indeed a cost-effective intervention. The stringent review process and methodology used provide significant and comprehensive evidence that contract teachers are as effective, if not more so, than regular teachers, and are conclusively more cost-effective than regular teachers. The final chapters test the hypothesis that differential teacher effectiveness stems from more than observable teacher characteristics, and more innovative reasons behind these differences are examined, with data from India and Pakistan. In particular, the social distance between the teacher and the taught as well as teacher attitudes and opinions are investigated, to give a more holistic approach to researching teacher effectiveness and its impact on student learning. The stringent pupil fixed effects methodology results show that a student's achievement in a subject in which teacher and pupil share the same gender, caste and religion is, on average, nearly a quarter of a SD higher than the same child's achievement in a subject taught by a teacher who does not share the same demographic characteristics (India). It also shows that teachers' attitudes and opinions can significantly affect students' educational outcomes (Pakistan).

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Player, Daniel W. "Monetary and non-monetary returns to ability in the market for public school teachers /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7505.

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Corkery, Debra L. "Developmental practices for effective teacher evaluation /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.

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Moxness, Katherine. "Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38248.

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Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, specifically, the instructional demands, departmental demands, the personal and professional pursuits of knowledge and the pursuits of pedagogical knowledge. More specifically, this study investigated perceived facilitators and barriers to the realization of individual teaching and other work projects.
Nineteen full-time faculty members in the Departments of Physiotherapy, Occupational therapy, Nursing, Social Work, Educational Psychology and Education at a large research and teaching university in Montreal, Quebec participated in this study. The instructors were asked to complete an adapted version of Little's (1983) Personal Project Analysis (P.P.A.) instrument, which is designed to elicit an instructor's current pre-occupations or projects in his or her current context. The instructors were asked to rate these projects (seven teaching projects and seven other work projects) using a Likert scale (0 to 10) on twenty-one empirically supported dimensions. These dimensions included the following: enjoyment, difficulty, control, initiative, stress, time pressure, outcome, self-identity, others' view, value congruency, challenge, commitment, competence, support, self-worth, fun, others' benefit, self-benefit, supportiveness of culture (departmental level), hindrance of culture (departmental level), and overall current satisfaction. Instructors were asked to assess their perceived conflicts between two of their teaching projects and two of their other work projects in addition to completing a demographic questionnaire.
The findings indicate that instructors identified five different types of daily pursuits that formed and defined their teaching context, as they perceived it. These five types of daily pursuits (projects) included: course planning and preparation projects; student investment, support and delegation of tasks to student projects; knowledge building and knowledge sharing projects; committees, faculty support and faculty teaching projects; and finally, teaching strategy projects. The instructors also identified five different types of daily pursuits that formed and defined their other work context. These included: publishing, conference presentation and research projects; grant proposals and funding projects; office organization projects; correspondence, university committees, outside mandates, departmental expectations and management of student and faculty projects; and finally, personal objectives and technical skill building projects.
P.P.A. enabled the researcher to identify on an individual instructor level the instructor's perceived facilitators and barriers to the successful completion of teaching and other work projects. Furthermore, P.P.A. as a faculty development instrument or as an alternative to semi-structured interview methods is supported by the findings.

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Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.

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Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs from their induction/mentoring programs and the ACTs' perception of their effectiveness in relation to student achievement. The primary data sources consisted of journal data and semistructured interviews from 2 ACTs. Open, axial, and selective coding strategies were used as one component of the data analysis. Conventional content analysis was used to explore the perceptions of the 2 ACTs interviewed. Analysis revealed that ability to manage a classroom and the support provided by induction/mentoring programs may influence the ACTs' perceptions of effectiveness in terms of student achievement. Results also suggested that ACTs' induction/mentoring programs did not successfully facilitate a transition into the teaching profession. The results from this study can be used by mentoring/induction program directors, and school administrators to inform policy and curricular modifications to induction/mentoring programs that would optimize ACTs' perceptions of their effectiveness as teachers and student achievement. The use of these data may contribute to social change by providing the ACT with an improved support system during the ACTs' first year in the classroom.

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Williams, Tracy. "Teacher leaders in formal roles a qualitative study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/T_Williams_043009.pdf.

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Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.

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Warmack, Michael. "The effectiveness of teacher certification programs as measured by student achievement and teacher attrition." 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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Books on the topic "Teacher effectiveness"

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Anderson, Lorin W. Increasing teacher effectiveness. Paris: Unesco, 1991.

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Campbell, Jim. Assessing Teacher Effectiveness. London: Taylor & Francis Inc, 2004.

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Clotfelter, Charles T. Teacher-student matching and the assessment of teacher effectiveness. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Mayer, Diane, Mary Dixon, Jodie Kline, Alex Kostogriz, Julianne Moss, Leonie Rowan, Bernadette Walker-Gibbs, and Simone White. Studying the Effectiveness of Teacher Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3929-4.

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Kane, Thomas J. What does certification tell us about teacher effectiveness?: Evidence from New York City. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Swanson, Judy. What differentiates an excellent teacher from a teacher leader? [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Chivore, B. S. R. The effectiveness of the primary school teacher in Zimbabwe. Gweru, Zimbabwe: Mambo Press, 1994.

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Silsilah, Sara. What Makes Teachers Effective: Investigating the Relationship Between CABAS® Teacher Ranks and Teacher Effectiveness. [New York, N.Y.?]: [publisher not identified], 2019.

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Martin, Oneida L. Instructional leadership behaviors that empower teacher effectiveness. Washington, D.C: Educational Resources Information Center, 1990.

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J, Campbell R., ed. Assessing teacher effectiveness: Developing a differentiated model. New York: RoutledgeFalmer, 2004.

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Book chapters on the topic "Teacher effectiveness"

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Good, Thomas L., and DeWayne A. Mason. "Teachers: Assessment of teacher effectiveness." In Encyclopedia of psychology, Vol. 8., 14–18. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10523-009.

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Cheng, Yin Cheong. "Multiple teacher effectiveness." In Paradigm Shift in Education, 117–39. First edition. | New York : Routledge, [2019] | Series: Routledge research in education: Routledge, 2019. http://dx.doi.org/10.4324/9780429425882-6.

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Brooks, Christopher D., and Matthew G. Springer. "Evaluating Teacher Effectiveness." In The Routledge Handbook of the Economics of Education, 127–49. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429202520-6.

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Ko, James. "Innovations in Teacher Effectiveness and Teacher Evaluation." In Encyclopedia of Educational Innovation, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_71-1.

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Chen, Junjun, Yingxiu Li, Lan Yang, and Wendan Xu. "Teacher Emotions Do Predict Teacher Effectiveness: Empirical Evidence from Chinese Teachers." In Positive Education, 133–49. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5571-8_8.

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Burroughs, Nathan, Jacqueline Gardner, Youngjun Lee, Siwen Guo, Israel Touitou, Kimberly Jansen, and William Schmidt. "Teacher Effectiveness and Educational Equity." In IEA Research for Education, 101–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16151-4_7.

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Skourdoumbis, Andrew. "Re-Casting Teacher Effectiveness Approaches to Teacher Education." In A Companion to Research in Teacher Education, 347–57. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_23.

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Mayer, Diane, Mary Dixon, Jodie Kline, Alex Kostogriz, Julianne Moss, Leonie Rowan, Bernadette Walker-Gibbs, and Simone White. "Studying the Effectiveness of Teacher Education." In Studying the Effectiveness of Teacher Education, 13–26. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3929-4_2.

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Day, Christopher, and Gu Qing. "Teacher Emotions: Well Being and Effectiveness." In Advances in Teacher Emotion Research, 15–31. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0564-2_2.

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Klassen, Robert M., and Lisa E. Kim. "What Does ‘Teacher Effectiveness’ Look like?" In Teacher Selection: Evidence-Based Practices, 15–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76188-2_2.

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Conference papers on the topic "Teacher effectiveness"

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Fang, Ming, Qi Liu, Yunpeng Zhou, Xinning Du, Qiwen Liang, and Shuhua Liu. "A Teacher Classroom Dress Assessment Method Based on a New Assessment Dataset." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/802.

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Proper attire is a professional requirement for teachers and teachers' dress influence students' perceptions of teacher quality. Therefore, evaluating teacher attire can better regulate and improve the teacher’s dress. However, the lack of a dataset on teacher attire hinders the development of this field. For this purpose, this paper constructs a Teachers' Classroom Dress Assessment (TCDA) dataset. To our knowledge, it is the first dataset focused on teacher attire. This dataset is entirely from the classroom environment, covering 25 teacher attributes, with a total of 11879 teacher dress samples and sufficient positive and negative examples. Therefore, the TCDA dataset is a challenging evaluation dataset with characteristics such as data diversity. In order to verify the effectiveness of the dataset, this paper systematically explores a new perspective on human attribute information and proposes for the first time a Teachers' Dress Assessment Method (TDAM), aiming to use predicted teacher attributes to scoring the overall attire of each teacher, thereby promoting the development of the teacher's classroom teaching field. The experimental results demonstrate the rationality of the TCDA dataset and the effectiveness of the TDAM method. The dataset and code can be openly obtained at https://github.com/MingZier/TCDA-dataset.

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Grant, David. "Responsible Leadership: How Teachers Perceive Principal Practices, Teacher Effectiveness, and Teacher Morale." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691080.

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Walton, Margaret. "The Relationship Between Mathematics Teachers' Beliefs and Teacher Effectiveness." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582312.

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Mozenter, Zachary. "Teacher Effectiveness and Classroom Composition." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430192.

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Ronfeldt, Matthew. "Links Among Teacher Preparation, Retention, and Teaching Effectiveness." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/1.

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Rifma, Rifma, Hanif Alkadri, Ermita Ermita, and Ranti Meizatri. "Teacher Prototype for Supervision Services Effectiveness." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.110.

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Gooden, Caroline. "University/Community Preschool Teacher Effectiveness Project." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580100.

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Prabhakaran, Malini, Chandrashekhar Pantina, Georg Gutjahr, Raghu Raman, and Prema Nedungadi. "Effectiveness of Online Labs Teacher Training Workshop." In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2018. http://dx.doi.org/10.1109/icalt.2018.00064.

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Sumiati and Jailani. "Does teacher training affect the effectiveness of high school mathematics teachers in Indonesia?" In 2ND INTERNATIONAL CONFERENCE ON EMERGING SMART MATERIALS IN APPLIED CHEMISTRY (ESMAC-2021): ESMAC-2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0110306.

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Zhang, Yi-chuan, An-guo Qi, Jian-wei Wang, and Yao Wang. "Teacher Teaching Effectiveness Test on Landscape CAD Course." In 2009 International Conference on Education Technology and Computer. IEEE, 2009. http://dx.doi.org/10.1109/icetc.2009.56.

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Reports on the topic "Teacher effectiveness"

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. Teacher-Student Matching and the Assessment of Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11936.

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Nagler, Markus, Marc Piopiunik, and Martin West. Weak Markets, Strong Teachers: Recession at Career Start and Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, July 2015. http://dx.doi.org/10.3386/w21393.

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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.

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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-two teachers using a set of teacher assessment instruments that measure both cognitive and non-cognitive skills. We discovered a significant and positive correlation between teacher competence in numeracy and student numeracy achievement. Furthermore, assessing teaching practices using a lesson demonstration is positively associated with students’ achievement. However, we found a significant but negative relationship between teacher competence in literacy and student literacy outcomes. We also reported a similar pattern in the correlation between teachers’ portfolio assessments and students’ learning outcomes. The negative correlation in literacy measurements may be explained by the difficulties experienced by teachers in Indonesia in translating their knowledge into practice, as there are no specific subjects designated to Indonesian language and reading comprehension. From a policy perspective, the government and education institutions can strengthen their teacher recruitment mechanisms by adopting instruments that can predict teacher effectiveness. Furthermore, these screening instruments should be combined with ex-post assessment tools as those assessments will provide a comprehensive overview of teacher capabilities, not only in terms of prospective teacher characteristics but also in terms of their actual classroom teaching performance after a certain period of teaching practice.

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Halstead, David. The Effectiveness of a Teacher Evaluation Process as Perceived by Teachers and Building-level Administrators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1218.

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Atteberry, Allison, Susanna Loeb, and James Wyckoff. Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, June 2013. http://dx.doi.org/10.3386/w19096.

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).

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Kini, Tara, and Anne Podolsky. Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Learning Policy Institute, June 2016. http://dx.doi.org/10.54300/625.642.

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Aslam, Monazza, Shenila Rawal, Geeta Kingdon, Bob Moon, Rukmini Banerji, Sushmita Das, Manjistha Banerji, and Shailendra K. Sharma. Reforms to Increase Teacher Effectiveness in Developing Countries: Systematic Review, September 2016. EPPI-Centre, Social Science Research Unit, UCL Institute of Education, University College London, UK, September 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii314.

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