Готові списки джерел за темами / Teacher effectiveness

Добірка наукової літератури з теми "Teacher effectiveness"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 3 березня 2023

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Teacher effectiveness":

1

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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2

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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3

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.
4

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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5

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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6

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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7

Cloer, Thomas Jr, and William A. Jr Alexander. "Inviting Teacher Characteristics and Teacher Effectiveness." Journal of Invitational Theory and Practice 1, no. 1 (February 8, 2022): 31–42. http://dx.doi.org/10.26522/jitp.v1i1.3727.

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School systems that attempt to respond to outside pressures of accountability have an obligation to seek changes that make schools and teaching more effective. Any factor, including affective factors, proven to have an impact on the degree of teacher effectiveness should be carefully considered by administrators.
8

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.
9

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.
10

Widiansyah, Subhan, Muhammad Agus Hardiansyah, and Mohammad Naim. "TEACHER LEADERSHIP IN INCREASING THE EFFECTIVENESS OF SOCIOLOGY LEARNING." Jurnal Pendidikan Sosiologi dan Humaniora 13, no. 2 (October 1, 2022): 787. http://dx.doi.org/10.26418/j-psh.v13i2.58390.

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This study aims to determine the leadership spirit of sociology teachers who are members of the Sociology Subject Teacher Consultation (MGMP) in Banten Province. Previous research has shown that students' motivation and learning achievement are highly dependent on the leadership spirit of teachers and teachers have a major role in shaping students' personalities. This shows that the teacher's leadership spirit affects students' learning motivation, and this leadership spirit has an important role for students to learn, work on, and complete school assignments. This research uses descriptive qualitative research methods which are carried out to members of the Sociology MGMP of Banten Province. This research will be a reference for sociology teachers in order to grow the leadership spirit of sociology teachers. This study uses descriptive qualitative research by interviewing sociology teachers and conducting Focus Group Discussions (FGD) to formulate effective leadership training for these teachers. Researchers facilitate and analyze the needs of sociology teachers in realizing effective sociology learning. Based on the results of the FGD and interviews, it was concluded that an effective teacher is a teacher who is able to adapt his leadership style to the situation and condition of the students. Teachers cannot only apply certain leadership patterns without paying attention to the needs of their students, effective teachers are adaptive teachers and can see situations and conditions when to be authoritarian and when to be democratic.
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Статті в журналах Дисертації Книги

Дисертації з теми "Teacher effectiveness":

1

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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2

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

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3

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).
4

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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5

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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6

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.
7

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.
8

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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9

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.
10

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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Книги з теми "Teacher effectiveness":

1

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

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2

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

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3

Robinson, Richard David. Teacher effectiveness and reading instruction. Bloomington, Ind: ERIC Clearinghouse on Reading and Communication Skills, 1991.

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4

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

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5

United States. Congress. House. Committee on Education and the Workforce. The importance of highly qualified teachers in raising academic achievement: Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Eighth Congress, second session, April 21, 2004. Washington: U.S. G.P.O., 2004.

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6

Nash, Ron. The active teacher: Practical strategies for maximizing teacher effectiveness. Thousand Oaks, Calif: Corwin Press, 2010.

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7

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

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8

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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9

Crowther, Frank. Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, Calif: Corwin Press, 2008.

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10

Moir, Ellen. New teacher mentoring: Hopes and promise for improving teacher effectiveness. Cambridge, Mass: Harvard Education Press, 2009.

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Частини книг з теми "Teacher effectiveness":

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

Gabriel, Rachael E. "Constructing Teacher Effectiveness in Policymaking Conversations." In Discursive Perspectives on Education Policy and Implementation, 219–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58984-8_11.

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Тези доповідей конференцій з теми "Teacher effectiveness":

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

Van Overschelde, Jim. "New Teacher Quality and Effectiveness: Inequitable Principal Evaluations." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888003.

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Toktarova, Vera I., Svetlana N. Fedorova, Olga A. Kalimullina, and Zarina C. Takuova. "Evaluating Effectiveness of Mathematical Training of Students within Electronic Educational Environment." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2581.

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Звіти організацій з теми "Teacher effectiveness":

1

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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2

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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3

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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Анотація:
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.
4

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.
5

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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6

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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7

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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8

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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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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10

Cantrell, Steven, Jon Fullerton, Thomas Kane, and Douglas Staiger. National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment. Cambridge, MA: National Bureau of Economic Research, December 2008. http://dx.doi.org/10.3386/w14608.

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