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Статті в журналах з теми "Teacher educators Victoria Evaluation"
Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
Повний текст джерелаWallace, Jonathan D. "Teacher Evaluation: A Conversation among Educators." Phi Delta Kappan 94, no. 3 (November 2012): 44–46. http://dx.doi.org/10.1177/003172171209400310.
Повний текст джерелаMcTaggart, R. "Pedagogical Principles for Aboriginal Teacher Education." Aboriginal Child at School 15, no. 4 (September 1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.
Повний текст джерелаMims, Aquilla, and Harold W. Heller. "Faculty Evaluation as Viewed by Special Education Teacher Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 10, no. 1 (January 1987): 31–36. http://dx.doi.org/10.1177/088840648701000106.
Повний текст джерелаBraun, Alisha M. B., and Peter Youngs. "How middle school special and general educators make sense of and respond to changes in teacher evaluation policy." education policy analysis archives 28 (April 13, 2020): 59. http://dx.doi.org/10.14507/epaa.28.5013.
Повний текст джерелаCutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
Повний текст джерелаAgustina, Fuji, Ahmad Suriansyah, and Asniwati. "Teacher Professionalism Development." Journal of K6 Education and Management 4, no. 2 (October 1, 2021): 207–16. http://dx.doi.org/10.11594/jk6em.04.02.09.
Повний текст джерелаYadav, Rajesh Kumar. "A study on continuous and comprehensive evaluation of teacher educators." GYANODAYA - The Journal of Progressive Education 8, no. 1 (2015): 1. http://dx.doi.org/10.5958/2229-4422.2015.00001.8.
Повний текст джерелаPoorman, Susan G., and Melissa L. Mastorovich. "Teacher Stories of Blame When Assigning a Failing Grade." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 91–100. http://dx.doi.org/10.1515/ijnes-2013-0081.
Повний текст джерелаMyint Lay, Aye Aye. "Crucial issues in developing teacher educators' performance appraisal." Journal of Adult Learning, Knowledge and Innovation 5, no. 2 (July 6, 2022): 125–34. http://dx.doi.org/10.1556/2059.2022.00055.
Повний текст джерелаДисертації з теми "Teacher educators Victoria Evaluation"
Phillips, Joshua C. "Retaining Rural Educators| Characteristics of Teacher Retention Practices of Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729528.
Повний текст джерелаThe purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.
Bakar, Sharifah Bee Aboo. "An evaluation of college-based staff development programmes for teacher educators in Malaysia." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244899.
Повний текст джерелаPeterson, Amber Dahlen. "Expectations of Automaticity in Beginning Instrumental Music Educators." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333632062.
Повний текст джерелаNielsen, Bryon. "An Investigation of Educators' Perceptions of the Influence of a Teacher Evaluation System on Student Learning." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7327.
Повний текст джерелаBernard, Cara Faith. "Ensemble educators, administrators, and evaluation| support, survival, and navigating change in a high-stakes environment." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704455.
Повний текст джерелаThis study examined the ways in which mid-career ensemble directors and administrators (some with musical and some without musical background) described the effect of implementing standardized teacher evaluations on their practices and perspectives. Participants described the application and critique of the evaluation tools, particularly the Danielson Framework for Teaching, on their process and pedagogy. There is little information on how in-service teachers—specifically ensemble directors—locate themselves in their practice and how they articulate their process and pedagogy. There is also little literature on mid-career teachers, both in identity formation and self-reflection. Mid-career ensemble educators who have an established professional identity may find imbalance in light of the new policies, and have to negotiate and manage the contemporary evaluation systems predominantly designed for English and Math. Further, if supervisors do not understand what learning and assessment processes look like in a middle or high school band, orchestra, or chorus setting, they might try to evaluate with criteria that apply to a social studies or chemistry class. Without critically reflecting on how these evaluations affect pedagogy and process, educators may fall into routines of trying to reach a particular benchmark, instead of imagining ways to engage with their students.
A phenomenological interview approach was used to solicit the participants’ voices and to allow their narratives to describe their lived experiences with teacher evaluation in ensembles. The participants’ personal and shared narratives help to better explain and navigate the changing waves of educational policy. Data collection involved interviews and document review of the contemporary evaluation systems, in particular, the Danielson Framework for Teaching. Data analysis uncovered themes of conflicting identities in the classroom, misaligned interpretations of student-centered learning, as well as discourses based on location and the privileges associated with place. Teachers negotiated their performer/conductor and educator selves; administrators negotiated their leader and educator selves.
This study found that the Danielson evaluative tool, when poorly implemented in an ensemble setting, is faulted and lacks content validity. Additionally, while ensembles function rather traditionally in public schools, embracing a more open rehearsal pedagogy with conductor as facilitator may help to assure more student-centered learning.
Dutton, Shari R. "Change in Perceived Teacher Self-Efficacy of Agricultural Educators After a Greenhouse Management Workshop." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/21.
Повний текст джерелаWilkins, Ilene E. "Effects of a bonus on quality improvement for pre-school classroom educators." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4562.
Повний текст джерелаID: 029050491; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 136-155).
Ed.D.
Doctorate
Education
Palumbo, Jill. "ASSESSING ARTS EDUCATORS: HOW THE PERFORMANCES OF PUBLIC AND PRIVATE HIGH SCHOOL ART TEACHERS ARE ASSESSED IN VIRGINIA." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3204.
Повний текст джерелаLinn, Brenda Marian. "In the wake of reading wars: cognitive psychologists' and teacher educators' familiarity with and evaluation of cognitive reading research." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114151.
Повний текст джерелаCette étude explorait la nature et l'étendue de l'écart entre la perspective de la psychologie et celle de l'éducation en ce que concerne l'acte de lire. Quinze psychologues cognitivistes et 17 professeurs des sciences de l'éducation recrutés en Angleterre et en Amérique du Nord ont répondu à des questions ouvertes concernant la littéritie et l'alphabetisation et les politiques éducatives, avant de lire dix mises en situation de recherche tirées d'études germinales sur la lecture. Pour chacun de ces mises en situation, les participants ont indiqué selon une échelle Likert la probabilité et la portée scientifique d'un résultat donné; ils en ont également évoqué des interprétations théoriques ou pratiques. Les réponses aux questions ouvertes ont été analysées en fonction de thèmes récurrents et de points de divergence en ce qui concernait l'idéologie, l'épistémologie et des considérations sociales. Les cotes prédictives et les cotes de portée scientifique ont été comparées à l'aide d'analyses MANOVA et ANOVA à sens unique pour chaque mise en situation. Les interprétations théoriques et pratiques évoquées par les deux groupes ont également été comparées. Les réponses aux questions ouvertes ont démontré un consensus quasi-total quant à la nature et la valeur de la littéritié ainsi que l'opinion qu'il soit inopportun que le gouvernement dicte des approches à l'enseignement de la lecture. Les deux groupes se rejoignaient également sur l'intérêt des mises en situation de recherche; ils prédisaient néanmoins des résultats contraires l'un à l'autre lorsqu'il s'agissait de données qui ne s'enlignaient pas avec une interprétation psycholinguistique de l'acte de lire. Les deux groupes ont également évoqué des interprétations différentes des résultats prévus. La plupart des pédagogues prévoyaient la mise en évidence d'une différence entre la lecture donnant accès au sens d'un texte et le décodage; les psychologues cognitivistes interprétaient la lecture donnant accès au sens comme dépendante d'un traitement orthographique et phonologique complet. Des raisons possibles pour l'écart entre la perspective de la psychologie et celle de l'éducation sont proposées.
Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.
Повний текст джерелаКниги з теми "Teacher educators Victoria Evaluation"
Ingrid, Guerra-López, and Platt William A. 1940-, eds. Practical evaluation for educators: Finding what works and what doesn't. Thousand Oaks, Calif: Corwin Press, 2006.
Знайти повний текст джерелаObserving, documenting, and assessing learning: The work sampling system handbook for teacher educators. Ann Arbor, Mich: Rebus Inc., 1997.
Знайти повний текст джерелаKaufman, Roger, Ingrid J. Guerra, and William A. Platt. Practical Evaluation for Educators: Finding What Works and What Doesn't. Corwin Press, 2005.
Знайти повний текст джерелаKaufman, Roger, Ingrid J. Guerra, and William A. Platt. Practical Evaluation for Educators: Finding What Works and What Doesn't. Corwin Press, 2005.
Знайти повний текст джерелаKaufman, Roger, William A. Platt, and Ingrid Guerra-López. Practical Evaluation for Educators: Finding What Works and What Doesn′t. Corwin Press, 2013.
Знайти повний текст джерелаCapturing the Wisdom of Practice: Professional Portfolios for Educators. Association for Supervision & Curriculum Deve, 1999.
Знайти повний текст джерелаLavan, Daniel. Primary school teachers in an urban centre of Northern Ghana: Conceptions of practice, classroom actions, and prospects for change. 2005.
Знайти повний текст джерелаFah, Lay, Ng Khar Thoe, and Suma Parahakaran. Contributing Factors to TIMSS 2011 Eighth Graders’ Science Achievement: A Comparison between Malaysia and Singapore. UMS Press, 2020. http://dx.doi.org/10.51200/timsssumspress2020-978-967-2962-00-7.
Повний текст джерелаЧастини книг з теми "Teacher educators Victoria Evaluation"
Bernard, Cara Faith, and Joseph Michael Abramo. "Postlude." In Teacher Evaluation in Music, 201–2. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.003.0009.
Повний текст джерелаBernard, Cara Faith, and Joseph Michael Abramo. "Talking to Evaluators." In Teacher Evaluation in Music, 175–200. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.003.0008.
Повний текст джерелаRodriguez de France, Maria del Carmen. "Drawing Possibility." In Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education, 301–15. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8725-6.ch015.
Повний текст джерелаEck, Christopher J., and J. Shane Robinson. "Assessing Teacher Effectiveness in Agricultural Education." In Preparing Agriculture and Agriscience Educators for the Classroom, 250–67. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3420-8.ch013.
Повний текст джерелаDoss, Will, and John Rayfield. "Conducting Programmatic Research in Agriculture Teacher Education." In Preparing Agriculture and Agriscience Educators for the Classroom, 304–21. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3420-8.ch016.
Повний текст джерелаSeifert, Tami. "Customized Consultation to Enhance Teacher Educators' Techno-Pedagogical Skills." In Handbook of Research on Faculty Development for Digital Teaching and Learning, 99–118. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch006.
Повний текст джерелаZygouris-Coe, Vassiliki I. "Promoting Collaborative Learning in Online Teacher Education." In Teacher Education Programs and Online Learning Tools, 145–66. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch008.
Повний текст джерелаZygouris-Coe, Vassiliki I. "Promoting Collaborative Learning in Online Teacher Education." In Professional Development and Workplace Learning, 1183–205. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch065.
Повний текст джерелаKennedy, Carol Kahan, and Maureen Hinkley. "An Evaluation of Blending Technology with Pedagogy for Teaching Educators and its Implication for their Classroom Teaching." In Dynamic Advancements in Teaching and Learning Based Technologies, 162–79. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch009.
Повний текст джерелаMathende, Allen M., and Jonathan Chitiyo. "A Program Planning and Evaluation Model for Training Teacher Educators on the Use of Technology in the Classroom." In Handbook of Research on Digital-Based Assessment and Innovative Practices in Education, 345–61. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2468-1.ch018.
Повний текст джерелаТези доповідей конференцій з теми "Teacher educators Victoria Evaluation"
McDonagh, Libby. "Preparing Social Justice Educators: Evaluation of a Secondary Teacher Education Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569845.
Повний текст джерелаBentri, Alwen, and Ulfia Rahmi. "Evaluation Context of Early Chilhood Teacher Candidate Curriculum at Faculty of Education in Padang State University." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.72.
Повний текст джерелаOlivares-Olivares, SL, ML Turrubiates-Corolla, RI EsperónHernández, and M. Sánchez-Mendiola. "DESIGN AND EVALUATION OF A MOOC FOR CLINICAL EDUCATORS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7138.
Повний текст джерелаMouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.
Повний текст джерелаDârlă (Ionescu), Ileana Constanţa. "Evaluation of Learning in the Period of Early Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/12.
Повний текст джерелаKarunanayaka, Shironica P. "Blending Innovative Pedagogy and Technology for Capacity Development of Educators During the Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.374.
Повний текст джерелаValsamidis, Stavros Ioannis, Ioannis Petasakis, Sotirios Kontogiannis, Elias Gounopoulos, and Ioannis Kazanidis. "An empirical evaluation of e-learning usage in the higher education context." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10147.
Повний текст джерелаNechytailo, Tetiana, Halyna Fesun, Tetiana Kanivets, and Alla Simak. "Psychological Features of Manifestation of Coping-Resources of Schoolteachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/20.
Повний текст джерелаTammaro, Rosanna, Iolanda Sara Iannotta, and Concetta Ferrantino. "THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end111.
Повний текст джерелаNaseem, Azra, and Susan Crichton. "Inspiring Innovation through Design Thinking: Lessons from a Graduate-Level Course Offered during the Pandemic in Pakistan." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2770.
Повний текст джерелаЗвіти організацій з теми "Teacher educators Victoria Evaluation"
Marienko, Maiia V., Yulia H. Nosenko, and Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4418.
Повний текст джерелаProgramming for HIV prevention in South African schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1011.
Повний текст джерела