Journal articles: 'Teacher preferences'

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Zhan, Li. "Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance." English Language Teaching 9, no. 8 (June 15, 2016): 73. http://dx.doi.org/10.5539/elt.v9n8p73.

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This study sets out to investigate a teacher’s and her students’ perceptions of written teacher feedback in a college English as a foreign language (EFL) writing class in China. Essays, questionnaires, and interviews were employed to identify the types of feedback given by the teacher, the perceptions and preferences of students and the perceptions of the teacher. The teacher and her six students were interviewed, and sixty two students completed the questionnaires. The results are that the written teacher feedback covered content, organization, vocabulary, grammar and mechanics, and students reported that they benefited most from feedback on organization, which was focused on by the teacher but not specific enough and in a small amount. Moreover, the preferences of students were not expected by the teacher. Foreign language writing teachers were suggested to communicate more with their students about their feedback practices, and be aware of students’ perceptions and preferences, so that their writing instructions could be more effective.

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Aridah, Aridah, Haryanto Atmowardoyo, and Kisman Salija. "Teacher Practices and Students’ Preferences for Written Corrective Feedback and Their Implications on Writing Instruction." International Journal of English Linguistics 7, no. 1 (January 14, 2017): 112. http://dx.doi.org/10.5539/ijel.v7n1p112.

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The discrepancy between students’ preferences and teacher practices for feedback on writing has created difficulty on the side of teachers and confusion on the side of the students. What teachers believe and practice as effective feedback for students may not be the one that students perceive as useful and effective feedback for them. This paper investigates the types of written feedback preferred by the students and the types of feedback provided by the teachers on students’ writing. This study employed a survey design which involved 54 students and 22 teachers using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. The results showed that there were some points of compatibility between students’ preferences and teachers’ practices and some other points were incompatible. The data showed that both students and teachers preferred to have or to give direct feedback but the data also indicated that students liked to have more direct feedback than the teacher could provide. It was also found that the teachers provided more indirect feedback than the students expected to have. The students also preferred unfocused feedback to focused feedback. The findings of the study have crucial implications on writing instruction. There is a need to design writing instructions which accommodate both teachers’ practices and students’ preferences for written feddback. Based on the profile of students’ preference and teachers’ practices, a model of feedback provision in teaching writing is proposed. This model is called preference-based feedback on writing instruction.

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Alhourani, Alaa Q. "Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study." Journal of World Englishes and Educational Practices 3, no. 2 (February 27, 2021): 10–20. http://dx.doi.org/10.32996/jweep.2021.3.2.2.

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This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

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Cannata, Marisa, and Mimi Engel. "Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals." Education Finance and Policy 7, no. 4 (October 2012): 455–88. http://dx.doi.org/10.1162/edfp_a_00076.

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The academic success of any school depends on its teachers. However, relatively little research exists on the qualities principals value in teacher hiring, and we know almost nothing about charter school principals’ preferences. This article addresses this gap in the literature using survey results for a matched sample of charter and traditional public school principals. We compare regression-adjusted survey responses of charter and traditional public school principals to examine whether charter school principals report placing more emphasis on teacher hiring than principals in traditional public schools and whether principals’ preferences for teacher qualifications and characteristics vary between charter and traditional public schools. While we find some mean differences in principals’ reported hiring focus and preferences across charter and traditional public schools, regression results indicate that these differences are driven not by charter status but by school characteristics, such as average teacher experience and school enrollment.

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Bosworth, Ryan, and Frank Caliendo. "Educational production and teacher preferences." Economics of Education Review 26, no. 4 (August 2007): 487–500. http://dx.doi.org/10.1016/j.econedurev.2005.04.004.

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Oliver, Bernard. "Teacher and School Characteristics: Their Relationship to the Inservice Needs of Teachers." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 38–45. http://dx.doi.org/10.1123/jtpe.7.1.38.

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Once teachers enter the world of teaching, their opportunities to find continuing education become diffuse and often problematic. Despite the significance placed on continuing education by school districts, inservice and staff development activities are largely understudied in the research community. Accordingly, the purpose of this study was to investigate teachers’ inservice preferences and the relationship of these preferences to selected teacher and school characteristics. A 25-item questionnaire was administered to 85 secondary physical education teachers to assess their preferences for inservice education activities. Multiple regression and factor analysis revealed that selected teacher and school characteristics accounted for significant proportions of the variance as measured by the Inservice Needs Inventory.

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Giersch, Jason, and Christopher Dong. "Principals’ preferences when hiring teachers: a conjoint experiment." Journal of Educational Administration 56, no. 4 (July 2, 2018): 429–44. http://dx.doi.org/10.1108/jea-06-2017-0074.

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Purpose What do principals look for when hiring teachers? The purpose of this paper is to extend the knowledge concerning what aspects of teacher quality are in demand among the individuals who administer schools and make hiring decisions. Design/methodology/approach Rather than employing interviews or surveys, the authors utilized a conjoint instrument that assembled teacher characteristics into fictitious applicant profiles. Participating North Carolina public school principals (n = 467) then chose among the computer-generated options and regression analysis allowed the authors to identify preferences in the aggregate. Findings Principals in this study preferred applicants with classroom experience, but those with 15 years were no more preferred than those with 5. They also preferred applicants with more education, but an advanced degree was no more preferred than a bachelor’s from a highly selective institution. Preference for teachers who are committed to state standards varied with schools’ performance on state tests. Originality/value Conjoint analysis is a useful tool for measuring preferences but is underutilized in research on education administration. This paper contributes not only to the body of knowledge about school principal behavior but also to the field’s familiarity of research techniques.

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Daly, Beth, and L. L. Morton. "The End of Leisure: Are Preferred Leisure Activities Contraindicated for Education-Related Stress/Anxiety Reduction?" Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/471838.

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Teacher stress is an increasing problem not only for practicing teachers but for student teachers as well. It leads to professional teachers leaving the profession, and future teachers enduring much stress and anxiety throughout teacher education programs. To further explore effects of stress, teacher candidates were surveyed with respect to (1) the role of their leisure preferences and (2) their stress levels related to Pedagogy, Evaluation, Class Management, and Interpersonal Relations. In Study One (n=216), a profile of leisure preferences was comprised, and findings from the relationship between leisure preferences and teaching anxieties contributed to a profile to explore reduced anxiety over time. A follow-up investigation (Study Two,n=136) tested the discriminatory potential of these leisure profile variables to separate those who showed less anxiety over time from those who regressed. Surprisingly, increased anxiety was associated with higher leisure in Sports, Adventure, Travel, and Exotica and with non-Science majors, Human Kinesiology majors, and Males. Some leisure preferences appear to be counterintuitive, given commonsense notions of the value of leisure. A Leisure Preferences Profile serves to facilitate discrimination between groups (improvement in anxiety levels versus no improvement) with respect to Pedagogical and Evaluation anxiety. A Composite Profile suggests that Leisure preferences related to Sports, Adventure, and Exotica are counterproductive in reducing stress related to Pedagogy. Implications are discussed.

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Diamond, Lindsay L., MaryAnn Demchak, and Tammy V. Abernathy. "A Survey of Rural Principals: Preferences Regarding Teacher Candidates." Rural Special Education Quarterly 39, no. 3 (May 10, 2020): 138–51. http://dx.doi.org/10.1177/8756870520912996.

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Rural school principals continue to have difficulty hiring and retaining qualified teachers. Researchers have sought to determine the preferred type of preparation programs and the specific characteristics of teacher candidates, but few have specifically focused on the perceptions of the rural principal. The purpose of this study was to understand current rural school principals’ perceptions regarding various factors affecting the selection of teacher candidates. Using an online, cross-sectional survey of rural school principals, data were collected to understand their perspectives regarding various factors that may affect the selection of potential teacher candidates. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program. In addition, when reviewing applicant materials they look for specific factors such as experience, those who are known in the community, cooperating/lead teacher evaluations, and areas of licenses held among teacher candidates. Rural school principals specifically reported a preference toward hiring applicants who hold a dual license in elementary and special education.

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Mentiş Köksoy, Aylin, and İskender Daşdemir. "Factors Affecting Teacher Candidates' Value Preferences." International Journal of Progressive Education 15, no. 6 (December 8, 2019): 102–21. http://dx.doi.org/10.29329/ijpe.2019.215.7.

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Schraw, Gregory, and Billy Aplin. "Teacher Preferences for Mastery-Oriented Students." Journal of Educational Research 91, no. 4 (March 1, 1998): 215–21. http://dx.doi.org/10.1080/00220679809597546.

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Levinson, Arik M. "Reexamining teacher preferences and compensating wages." Economics of Education Review 7, no. 3 (January 1988): 357–64. http://dx.doi.org/10.1016/0272-7757(88)90007-6.

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Cannata, Marisa Ann, and Roberto Penaloza. "Who Are Charter School Teachers? Comparing Teacher Characteristics, Job Choices, and Job Preferences." education policy analysis archives 20 (September 23, 2012): 29. http://dx.doi.org/10.14507/epaa.v20n29.2012.

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Given the importance of teachers to student learning, it is important to understand how and why charter schools differ in terms of their human capital. This paper explores the following questions: How do teacher qualifications and characteristics vary across school types? How much choice do teachers feel they have about where to work? How do teacher preferences for where to work differ by school type? Our findings suggest that charter school teachers do have different preferences for where to work compared to traditional public school teachers, but understanding these differences requires exploring differences among types of charter schools as well.

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Radcliffe, Rich A., and Thomas F. Mandeville. "Teacher Preferences for Middle Grades: Insights into Attracting Teacher Candidates." Clearing House: A Journal of Educational Strategies, Issues and Ideas 80, no. 6 (July 2007): 261–66. http://dx.doi.org/10.3200/tchs.80.6.261-266.

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Horng, Eileen Lai. "Teacher Tradeoffs: Disentangling Teachers’ Preferences for Working Conditions and Student Demographics." American Educational Research Journal 46, no. 3 (September 2009): 690–717. http://dx.doi.org/10.3102/0002831208329599.

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Cothran, Donetta, Nate McCaughtry, Sara Smigell, Alex Garn, Pamela Kulinna, Jeffrey J. Martin, and Roberta Faust. "Teachers’ Preferences on the Qualities and Roles of a Mentor Teacher." Journal of Teaching in Physical Education 27, no. 2 (April 2008): 241–51. http://dx.doi.org/10.1123/jtpe.27.2.241.

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Domenech, B., and A. Lusa. "A MILP model for the teacher assignment problem considering teachers’ preferences." European Journal of Operational Research 249, no. 3 (March 2016): 1153–60. http://dx.doi.org/10.1016/j.ejor.2015.08.057.

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Ayub, Saddaf, Muhammad Saeed Khan, and Umbreen Ashfaq. "Analysis of Reading Preferences of Khyber Pakhtunkhwa Teachers’ Educators." Global Social Sciences Review IV, no. II (April 23, 2019): 96–101. http://dx.doi.org/10.31703/gssr.2019(iv-ii).13.

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English is a global language and it plays its role as the second and official language in many countries. Untrained teachers, rote learning, grammar translation method and overcrowded classrooms are the factors which affect the process of language learning in the school sector. The study was designed to analyze reading preferences of literary and language habits of Teacher Educators of RITE colleges and faculty members. The sample of the study comprised 119 faculty members i.e. teachers' educators of Khyber Pakhtunkhwa. Responses were collected through a questionnaire. It was found that reading material has a positive relationship with the preferences of faculty members and teacher educators. It is suggested that faculty members may be provided with a variety of reading material and sources for their professional grooming of teaching.

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Droe, Kevin L. "The Effect of Teacher Approval and Disapproval of Music Performed in a Rehearsal Setting on Music Preferences." Journal of Research in Music Education 56, no. 3 (October 2008): 267–78. http://dx.doi.org/10.1177/0022429408326800.

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The purpose of this study was to investigate the effects of teacher approvals and disapprovals of music performed in a rehearsal setting on the music preferences of middle school students. Students ( N = 440) from eight middle school bands participated in the study and were assigned one of four different rehearsal conditions. Teachers rehearsed either one or two assigned pieces of music, while implementing one of the following treatment conditions: (a) rehearsal of one piece with teacher approval and rehearsal of the other piece without comment; (b) rehearsal of one piece with teacher disapproval and rehearsal of the other without comment; (c) rehearsal of only one of the pieces, with teacher approval; and (d) rehearsal of only one of the pieces, with teacher disapproval. After five rehearsals of the music, students were given a listening survey on which to rate their preferences for the two compositions. Results indicated that the treatment conditions had a significant effect on preferences. Ratings from the approval treatment condition were significantly higher than those from the disapproval treatment condition.

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Inoue-Smith, Yukiko. "Perceived Ease in Using Technology Predicts Teacher Candidates' Preferences for Online Resources." International Journal of Online Pedagogy and Course Design 7, no. 3 (July 2017): 17–28. http://dx.doi.org/10.4018/ijopcd.2017070102.

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This study provides a preliminary analysis of teacher candidates' attitudes toward information technology as they predict receptivity to an online resource-based learning. The participants of the current questionnaire-based study were randomly selected teacher candidates (N = 101) at an American Pacific island university. The questionnaire focused on the relationship between the candidates' levels of comfort with technology and the degrees to which they consider the Internet useful in doing coursework. Results from this study may guide teacher education programs, as they seek to optimize teacher candidates' receptivity to course-appropriate online resources. This is because these teachers will shape their own students' attitudes toward online learning environments, promoting their students' tendencies to access resources maintaining lifelong learning perspectives.

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Yılmaz, Ercan, Selahattin Avşaroğlu, and Metin Deniz. "An investigation of teacher candidates’ value preferences." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 4943–48. http://dx.doi.org/10.1016/j.sbspro.2010.03.800.

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Christopherson, Dale B., and David L. Cockrum. "Administrator's Preferences in Social Science Teacher Preparation." GPSA Journal: The Georgia Political Science Association 6, no. 2 (November 12, 2008): 71–85. http://dx.doi.org/10.1111/j.1747-1346.1978.tb00727.x.

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Araya, Roberto, and Raúl Gormaz. "Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online." Education Sciences 11, no. 8 (August 13, 2021): 429. http://dx.doi.org/10.3390/educsci11080429.

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When in doubt, asking a peer can be very helpful. Students learn a lot of social strategies from peers. However, stated preference studies have found that for elementary school students with math questions, they prefer to ask their teacher for help. In this paper, we study revealed preferences instead of stated preferences. We analyzed the behavior of fourth-grade students seeking face-to-face assistance while working on an online math platform. Students started by working independently on the platform, before the teacher selected two or three tutors from among those who have answered 10 questions correctly. Each student was then able to choose between the teacher or one of these tutors when requesting assistance. We studied the students’ preferences over 3 years, involving 88 fourth-grade classes, 2700 students, 1209 sessions with classmate tutors, and a total of 16,485 requests for help when there was an option to choose between a teacher or a classmate. We found that students prefer asking classmates for help three times more than asking their teachers when given the choice. Furthermore, this gap increases from the first to the second semester. We also found that students prefer to request help from classmates of the same sex and of higher academic performance. In this context, students from the two highest tertiles sought help from classmates in the same two tertiles, and students from the medium tertile prefer to seek help from students of the highest tertile. However, students in the two lowest tertiles do not prefer asking for help from students from the top tertile more than from their own tertiles.

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Yumru, Hulya. "EFL Teachers’ Preferences for Teacher Learning Activities in a Professional Development Course." Procedia - Social and Behavioral Sciences 199 (August 2015): 178–83. http://dx.doi.org/10.1016/j.sbspro.2015.07.503.

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Bautista, Alfredo, and Yan Lam Ho. "Music and movement teacher professional development: An interview study with Hong Kong kindergarten teachers." Australasian Journal of Early Childhood 46, no. 3 (April 29, 2021): 276–90. http://dx.doi.org/10.1177/18369391211014759.

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Despite the urgent need to provide kindergarten teachers with professional development (PD) in music and movement, little is known about their needs, motivations, and preferences in this area. This interview study explores Hong Kong kindergarten teachers’ prior music and movement educational experiences and their self-perceived usefulness of such experiences, their needs and motivations to participate in further music and movement PD, and their preferences regarding PD facilitators, times, and learning activities. Evidence reveals that participants felt unprepared to enact the local music and movement curriculum guidelines, perceiving their prior educational experiences to be of low quality. Teachers showed high levels of need and motivation to participate in music and movement PD, showing preferences for initiatives facilitated by expert kindergarten teachers and musicians/performers, conducted during working hours or online, and involving classroom-based and content-focused activities. Findings raise awareness about the importance of providing kindergarten teachers with responsive music and movement PD.

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Altun, Burcu, and Pınar Yengin Sarkaya. "The actors of teacher supervision." Journal of Human Sciences 17, no. 1 (March 21, 2020): 284–303. http://dx.doi.org/10.14687/jhs.v17i1.5880.

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Educational supervision is a process aiming to enhance teaching by developing teacher. The position and the quality of supervisor are of great importance for effective supervision experiences. The purpose of this research is to determine the actors carrying effective teacher supervision. So, school administrators and teachers working in general high schools and supervisors working in provincial directorate of national education in Efeler district of Aydin/Turkey are asked for their opinions. Results show that participants suggest different supervisory actors in different dimensions of teacher supervision. Generally, the school principal, vice-principal, head of the department and student preferences have come to the fore. Teachers, administrators and supervisors suggest different supervisory actors.

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Shoukat, Amna, Malik Tahir Hassan, and Hira Asim. "Automatic Generation of Teachers’ Course Preferences Using Document Clustering." Journal of Applied Research and Multidisciplinary Studies 1, no. 1 (September 23, 2020): 1–16. http://dx.doi.org/10.32350/jarms/2020/0101/903.

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The current study examined the automated course preferences of teachers using document clustering. Data regarding teachers’ course preferences and course outlines were collected and preprocessed for further analysis. Two separate clustering solutions were generated for teachers and courses datasets. The clustering solution for teachers contained clusters of similar faculty members grouped together on the basis of their course preferences and courses taught by them in previous years. The clustering solution generated for courses contained the list of course outlines of assigned courses. Good quality clusters for both teachers and courses were generated using K-means clustering method in CLUTO software package. The generated clustering solutions were mapped for automated generation of course preferences for each teacher in the dataset. Precision, Recall and F-measure values were also reported and they indicated promising results.

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Es-skare, Hawa Mohammed. "An investigation into Libyan Students’ Reactions to Teacher Feedback on Their Essays." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 09 (June 1, 2017): 8–31. http://dx.doi.org/10.36602/faj.2017.n09.13.

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The purpose of the study is to investigate Libyan students’ reactions to teacher feedback on their essays. The participants, who were attending a Pre-sessional EAP course at Nottingham Trent University, were asked to take part in this study to find out their general opinions of, preferences for and responses to teacher feedback and the difficulties they might encounter, and what they can do to get the maximum benefit from the feedback they received from their teachers. For the purpose of the current study, ten Libyan students were interviewed and samples of first and second drafts of their essays were analysed to find out how they could take up the feedback provided. According to the study findings, the participants reported that they highly valued the comments and corrections they received in their written products from the course teacher. However, they varied in their preferences for and responses to teacher feedback on their writing. Moreover, they reported that they encountered some difficulties in handling teacher feedback.

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Saito, Hiroko. "Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners." TESL Canada Journal 11, no. 2 (June 26, 1994): 46. http://dx.doi.org/10.18806/tesl.v11i2.633.

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The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to see how each teacher used feedback and thinking prompts in their classes and for responding to students' writings. The results show that students preferred teacher feedback (teacher correction, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used non-teacher feedback frequently in their classes. These students' strategies for handling feedback varied depending on the type of feedback each teacher gave on the student's paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 comparison prompt least useful. The results suggest that the extent to which the thinking prompts are integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts.

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Alexander, Nanni, and Douglas A. Black. "Student and Teacher Preferences in Written Corrective Feedback." Journal of AsiaTEFL 14, no. 3 (September 30, 2017): 540–47. http://dx.doi.org/10.18823/asiatefl.2017.14.3.11.540.

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Maddux, Cleborne D., Ina Samples-Lachmann, and Rhoda E. Cummings. "Preferences of Gifted Students for Selected Teacher Characteristics." Gifted Child Quarterly 29, no. 4 (October 1985): 160–63. http://dx.doi.org/10.1177/001698628502900404.

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Dwyer, Herbert J., and Howard J. Sullivan. "Student Preferences for Teacher and Computer Composition Marking." Journal of Educational Research 86, no. 3 (January 1993): 137–41. http://dx.doi.org/10.1080/00220671.1993.9941152.

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Bowen, Daniel H., Stuart Buck, Cary Deck, Jonathan N. Mills, and James V. Shuls. "Risky business: an analysis of teacher risk preferences." Education Economics 23, no. 4 (October 16, 2014): 470–80. http://dx.doi.org/10.1080/09645292.2014.966062.

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Su, Chien-Yuan, Jiawei Chang, Tikai Chiu, and Tungcheng Hsieh. "A Cluster-based Personalized Item Recommended Approach on the Educational Assessment System." International Journal of Emerging Technologies in Learning (iJET) 10, no. 5 (November 13, 2015): 52. http://dx.doi.org/10.3991/ijet.v10i5.4807.

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Personalized item recommendation enables the educational assessment system to make deliberate efforts to perform appropriate assessment strategies that ﬁt the needs, purposes, preferences, and interests of individual teachers. This study presents a dynamically personalized item-recommendation approach that is based on clustering in-serve teachers with assessment compiling interest and preference characteristics to recommend available, best-fit candidate items to support teachers to construct their classroom assessment. A two-round assessment constructing activity was being adopted to collect and extract these teacher’ assessment knowledge (item selected preference behaviors), and through the designed item-recommendation mechanism to facilitate IKMAAS [1] to recommend proper items to meet different individual in-serve teachers. To evaluate the effectiveness and usability for the cluster-based personalized item-recommendation, the assessment system log analysis and the questionnaire collected from participating teachers’ perceptions were being used. The results showed the proposed item-recommendation approach based on clustered teachers’ assessment knowledge can effectively improve their educational assessment construction.

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Arra, Christopher T., and Michael W. Bahr. "Teachers' and Students' Preferences for Mathematics Interventions: Implications for Teacher Acceptability in Consultation." Journal of Educational and Psychological Consultation 16, no. 3 (September 2005): 157–74. http://dx.doi.org/10.1207/s1532768xjepc1603_2.

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McGee, Josh B., and Marcus A. Winters. "Rethinking the Structure of Teacher Retirement Benefits: Analyzing the Preferences of Entering Teachers." Educational Evaluation and Policy Analysis 41, no. 1 (September 21, 2018): 63–78. http://dx.doi.org/10.3102/0162373718798488.

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Most U.S. public school teachers participate in defined benefit retirement plans, which base benefits on years of service and their last few years of salary. These plans are often backloaded and include sharp economic incentives. We consider the implications of transitioning to a cost-equivalent defined benefit plan under which teachers would earn benefits more evenly across their careers. We show that new teachers who are risk averse would prefer the alternative plan. The magnitude is often substantial. For example, for an entering teacher the certainty equivalent for the CB plan is about 2.1 times the certainty equivalent for the respective FAS plan in New York City and 29 times larger than the respective heavily backloaded FAS plan in Philadelphia.

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Rosemarin, Shoshana. "Should the teacher of the gifted be gifted?" Gifted Education International 30, no. 3 (May 23, 2013): 263–70. http://dx.doi.org/10.1177/0261429413486577.

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There are relatively few research studies focusing on the understanding of teachers of gifted learners, though it is assumed that not all teachers should be assigned to teach the gifted. Most of the studies investigated this issue by examining the perceptions of teachers and students. In most of those studies the results show a preference to the social qualities of the teacher. The ability to respond to students as individuals is considered a central component of successful teaching. Yet, experimental studies show different results. Mills (2003) found that the characteristics of effective teachers of the gifted were similar to those typically ascribed to the gifted students. How important are the teaching skills of the teachers of the gifted? And how significant is his or her expertise in the field? Because the gifted population is not homogeneous, it seems that different students would have different preferences. Yet, it could be concluded that in order to be a successful mediator for gifted students, one would undoubtedly have to be intelligent enough to be able to understand their way of thinking, knowledgeable enough to be able to challenge them and, last but not least, emotionally intelligent.

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Bautista, Alfredo, Guo-Zheng Toh, and Joanne Wong. "Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference?" Musicae Scientiae 22, no. 2 (November 14, 2016): 196–223. http://dx.doi.org/10.1177/1029864916678654.

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There is widespread agreement that one-size-fits-all professional development (PD) has limited potential to foster teacher learning and that PD should be ‘responsive’ to the demands of teachers with different profiles. The purpose of this exploratory study was to analyze the PD motivations, needs, and preferences of Singapore primary school music teachers according to their level of specialization in music education. This variable has been relatively unexplored within the field of music-teacher PD. A nationwide survey was run to collect the data. Participants were 286 primary music teachers (about 40% of the entire population), who were split into three groups based on their music education background (Major = 113, Minor = 64, Generalist = 109). Findings indicated that the three groups of teachers had different motivation levels to participate in music-specific PD (e.g., generalists being the least motivated), various needs for further training (e.g., music education majors being the most interested in improving their music content knowledge), and different preferences regarding PD providers and learning formats (e.g., generalists preferring to learn from other fellow colleagues within informal settings). We concluded that the level of specialization in music education plays a major role in determining teachers’ PD motivations, needs, and preferences. This study has the potential to inform the design of more responsive PD initiatives.

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Galey-Horn, Sarah, Sarah Reckhow, Joseph J. Ferrare, and Lorien Jasny. "Building Consensus: Idea Brokerage in Teacher Policy Networks." American Educational Research Journal 57, no. 2 (September 19, 2019): 872–905. http://dx.doi.org/10.3102/0002831219872738.

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We show how policy makers converged to support similar reforms on a major educational issue: teacher effectiveness. Our study demonstrates the importance of idea brokers—actors that facilitate connections between preferences in policy networks and promote consensus around new policy ideas. Our study is based on analysis of testimony from 200 Congressional hearings from 2001 to 2015. We use discourse network analysis to examine network ties based on policy preferences expressed in hearings. We visualize policy networks, identify brokers, and estimate exponential random graph models to examine policy changes between the Bush and Obama administrations. We show how idea brokerage is associated with a convergence of policy preferences around teacher effectiveness among a coalition of political actors.

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Jabbar, Huriya. "Recruiting “Talent”: School Choice and Teacher Hiring in New Orleans." Educational Administration Quarterly 54, no. 1 (July 24, 2017): 115–51. http://dx.doi.org/10.1177/0013161x17721607.

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Purpose: The purpose of this study is to examine school leaders’ preferences and practices in an environment of widespread decentralization, privatization, and school choice. In New Orleans, such reforms have been enacted citywide since Hurricane Katrina, making it an ideal site to examine what happens when policy makers lift restrictions for school leaders—and remove protections for teachers—related to teacher hiring on a large scale. Research Methods/Approach: In this exploratory study, I analyze qualitative data to examine school leaders’ preferences and practices when recruiting teachers in New Orleans. The data for the study come from 94 interviews with principals, district leaders, and charter network leaders. Findings: School leaders had different conceptions of “talent” and “fit,” and used a variety of strategies to recruit teachers. School districts and charter networks both supported and constrained school leaders’ autonomy and recruitment practices by screening applicants or setting guidelines and criteria. Other intermediary organizations also played a role in shaping the teacher labor market. School choice also posed unique challenges for teacher recruitment. Implications: Overall, expansive choice policies in New Orleans appear to foster flexibility and variation in teacher hiring strategies (although not in salary), as expected in a decentralized system. However, these policies and strategies appear also to have other consequences, including greater instability or “churn,” unpredictability, and a bifurcated teaching force.

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Placklé, Ingeborg, Karen D. Könings, Wolfgang Jacquet, Katrien Struyven, Arno Libotton, Jeroen J. G. Van Merriënboer, and Nadine Engels. "Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education." International Journal for Research in Vocational Education and Training 1, no. 2 (December 30, 2014): 107–24. http://dx.doi.org/10.13152/ijrvet.1.2.2.

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If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

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Kumar, Tracey. "“Something You Can Look Back On”: Teacher Candidates, Rap Music, and P-12 Social Studies." Urban Education 55, no. 8-9 (October 24, 2016): 1224–50. http://dx.doi.org/10.1177/0042085916674058.

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Although several studies highlight the integration of hip-hop-based education (HHBE) into teacher education workshops and coursework, little is known about the use of HHBE by the teachers and teacher candidates who take part in these learning experiences. Toward such a contribution, this study examines how teacher candidates proposed to integrate rap into lesson plans designed for middle and high school social studies classes in an urban intensive setting. The findings indicate that the teacher candidates’ proposed uses of rap not only privilege their own preferences and experiences but also position rap as subordinate to traditional classroom-based texts.

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Szeto, Elson, and Annie Yan Ni Cheng. "Pedagogies Across Subjects." Journal of Educational Computing Research 55, no. 3 (September 14, 2016): 346–73. http://dx.doi.org/10.1177/0735633116667370.

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This case study examines preservice teachers’ integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers’ pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers’ pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technological pedagogical and content knowledge development in teaching different subjects. Implications for preparation of preservice teachers’ pedagogy, teacher preparation, and development are also discussed.

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Davies, Jean L., and Thomas L. Wilson. "The Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Education." International Journal of Educational Psychology 9, no. 3 (October 24, 2020): 269. http://dx.doi.org/10.17583/ijep.2020.5634.

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To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups. Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores. First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores. These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning.

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Engel, Mimi. "Problematic Preferences? A Mixed Method Examination of Principals’ Preferences for Teacher Characteristics in Chicago." Educational Administration Quarterly 49, no. 1 (July 3, 2012): 52–91. http://dx.doi.org/10.1177/0013161x12451025.

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Şentürk, Burcu. "THE (MIS)MATCH BETWEEN STUDENTS’ AND TEACHERS’ PREFERENCES OF CORRECTIVE FEEDBACK." Near East University Online Journal of Education 2, no. 1 (July 1, 2019): 22–31. http://dx.doi.org/10.32955/neuje.v2i1.128.

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The current study examined the preferences of different corrective feedback types in adult EFL classes by teachers and students and figured out the possible reasons of their preferences. Teacher and student questionnaires and the open-ended questions were the instruments used in this study to collect data. The analysis of the questionnaires showed that the most preferred type of feedback was recast “which is a technique used in language teaching to correct learners' errors in such a way that communication is not obstructed” (“Recast”, 2019). Students also stated that they liked to be corrected immediately and explicitly during their conversations while the teachers strongly disagreed with it. Finally, open-ended questions also revealed the reasons of the students’ preferences of the type of the feedback in EFL classes. Keywords: Corrective feedback; corrective feedback preferences; EFL classes

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Suprapto, Nadi, and Chih-Hsiung Ku. "Investigating University Students’ Preferences to Science Communication Skills: A Case of Prospective Science Teacher in Indonesia." International Education Studies 9, no. 8 (July 26, 2016): 19. http://dx.doi.org/10.5539/ies.v9n8p19.

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The purpose of this study was to investigate Indonesian university students’ preferences to science communication skills. Data collected from 251 students who were majoring in science education program. The Learning Preferences to Science Communication (LPSC) questionnaire was developed with Indonesian language and validated through an exploratory factor analysis (EFA) of participants’ responses. The differences between student levels were also explored for their significance using ANOVA test in order to draw a clear line among different learning preferences. The results indicated that, first, the instrument used in this study had satisfactory in validity and reliability. The construct validities of the LPSC were vary from .48 and .83 and explained 64.54% of the variance. Overall, the Cronbach alpha coefficient of the instrument was .91. Second, university students as prospective teacher in junior and freshman level performed higher preference in visual (V) and aural (A) than others. Moreover, senior student depicted higher confident in read or write (R/W) than junior and sophomore level. However, university student in sophomore level performed less confident in both visual and aural. Third, the results also showed the significant intra-relationships among dimensions of learning preferences. The implications delineated contribute to the improvement of science teacher education program in Indonesia.

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Heydarnejad, Tahereh, Azar Hosseini Fatemi, and Behzad Ghonsooly. "The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach." Journal of Language and Education, no. 1 (March 31, 2021): 98–110. http://dx.doi.org/10.17323/jle.2021.11103.

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Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.

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Qayyum, Abdul, Sidra Rizwan, and Nasir Mahmood. "PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS: ASSOCIATING THINKING STYLE PROFILES AND INSTRUCTIONAL PRACTICES." Humanities & Social Sciences Reviews 9, no. 3 (May 18, 2021): 372–283. http://dx.doi.org/10.18510/hssr.2021.9338.

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Purpose of the study: The study aimed to find the association between teachers' thinking style profile types (TSPT-I, II, and III) instructional practices (IPs) at the secondary school level in Pakistan. Methodology: The sample of the study was 550 teachers in public sector schools of district Sialkot. Thinking style inventory (TSI-RII) based on a 7-point Likert type scale was used to collect data for the identification of (TS). Frequency distribution and Pearson chi-square were used to analyze the data. Main Findings: The results revealed that the teachers in (TSPT-I) preferred using Concept Accomplishment, Simulations, cooperative Learning, Homework, and Reinforcement, whereas teachers in (TSPT-II)Rich Vocabulary, Lecturing, Daily Assessment, Concept Accomplishment, and teachers in(TSPT-III)Cooperative Learning, Rich Vocabulary, Reinforcement, Simulations, and Daily Assessment as a set of (IPs). Application of the study: This study may help the teacher trainers and school principals to understand the thinking styles of the teachers and their preferences for the certain set of instructional practices to focus the preferences of the teachers according to their thinking style profiles to save time and money. Novelty/Originality of this study: Teacher training programs are conducted on the assumption that all the teachers can be trained uniformly regardless of their preferences for instructional practices. But this study has shown the association between thinking style profiles and set of instructional practices and secondary school level.

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Murphy, Laurie, Nina B. Eduljee, and Karen Croteau. "Teacher-Centered versus Student-Centered Teaching." Journal of Effective Teaching in Higher Education 4, no. 1 (May 3, 2021): 18–39. http://dx.doi.org/10.36021/jethe.v4i1.156.

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This empirical study examined preferences between teacher-centered and student-centered teaching methods and academic major with 507 undergraduate college students. Surveys were administered to the students that assessed their level of agreement with teaching methods utilized in the classroom. The results indicate that across all academic majors, students’ preferences included a mix of teacher-centered and student-centered approaches, some of which include lecture with student interaction, demonstrations and practice, lecture with use of PowerPoint, free flowing classroom discussion, guest speakers, and games in the classroom. The least preferred teaching methods were predominantly teacher-centered and included the use of unscheduled quizzes, lecture with no visuals, lecture with handwritten notes, and watching a long film. Significant differences were obtained for preferred teaching methods between academic majors.

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Journal articles on the topic 'Teacher preferences'

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