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Добірка наукової літератури з теми "Teacher effectiveness Victoria Evaluation"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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Статті в журналах з теми "Teacher effectiveness Victoria Evaluation"

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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.

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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.

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Brown, Victoria, Joanne Williams, Lisa McGivern, Susan Sawyer, Liliana Orellana, Wei Luo, Kylie D. Hesketh, Denise E. Wilfley, and Marj Moodie. "Protocol for economic evaluation alongside the SHINE (Supporting Healthy Image, Nutrition and Exercise) cluster randomised controlled trial." BMJ Open 10, no. 8 (August 2020): e038050. http://dx.doi.org/10.1136/bmjopen-2020-038050.

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IntroductionLimited evidence exists on the cost-effectiveness of interventions to prevent obesity and promote healthy body image in adolescents. The SHINE (Supporting Healthy Image, Nutrition and Exercise) study is a cluster randomised control trial (cRCT) aiming to deliver universal education about healthy nutrition and physical activity to adolescents, as well as targeted advice to young people with body image concerns who are at risk of developing disordered eating behaviours. This paper describes the methods for the economic evaluation of the SHINE cRCT, to determine whether the intervention is cost-effective as an obesity prevention measure.Methods and analysisA public payer perspective will be adopted, with intervention costs collected prospectively. Within-trial cost-effectiveness analysis (CEA) and cost-utility analysis (CUA) will quantify the incremental costs and health gains of the intervention as compared with usual practice (ie, teacher-delivered curriculum). CEA will present results as cost per body mass index unit saved. CUA will present results as cost per quality-adjusted life year gained. A modelled CUA will extend the target population, time horizon and decision context to provide valuable information to policymakers on the potential for incremental cost offsets attributable to disease prevention arising from intervention. Intervention costs and effects will be extrapolated to the population of Australian adolescents in Grade 7 of secondary school (approximate age 13 years) and modelled over the cohort’s lifetime. Modelled CUA results will be presented as health-adjusted life years saved and healthcare cost-savings of diseases averted. Incremental cost-effectiveness ratios will be calculated as the difference in costs between the intervention and comparator divided by the difference in benefit. Semi-structured interviews with key intervention stakeholders will explore the potential impact of scalability on cost-effectiveness. These data will be thematically analysed to inform sensitivity analysis of the base case economic evaluation, such that cost-effectiveness evidence is reflective of the potential for scalability.Ethics and disseminationEthics approval was obtained from the Deakin University Human Research Ethics Committee (#2017–269) and the Victorian Department of Education and Training (#2018_003630). Study findings will be disseminated through peer-reviewed academic papers and participating schools will receive annual reports over the 3 years of data collection.Trial registration numberACTRN 12618000330246; Pre-results.

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Henry, Gary T., David C. Kershaw, Rebecca A. Zulli, and Adrienne A. Smith. "Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation." Journal of Teacher Education 63, no. 5 (August 28, 2012): 335–55. http://dx.doi.org/10.1177/0022487112454437.

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Sledge, Ann, and Barbara L. Pazey. "Measuring Teacher Effectiveness Through Meaningful Evaluation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 36, no. 3 (June 21, 2013): 231–46. http://dx.doi.org/10.1177/0888406413489839.

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Pozo-Muñoz, Carmen, Enrique Rebolloso-Pacheco, and Baltasar Fernández-Ramírez. "The 'Ideal Teacher'. Implications for student evaluation of teacher effectiveness." Assessment & Evaluation in Higher Education 25, no. 3 (September 2000): 253–63. http://dx.doi.org/10.1080/02602930050135121.

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D’Elia, Angelo, Stuart Newstead, and Jim Scully. "Evaluation of vehicle side airbag effectiveness in Victoria, Australia." Accident Analysis & Prevention 54 (May 2013): 67–72. http://dx.doi.org/10.1016/j.aap.2013.02.020.

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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.

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Stecher, Brian, Mike Garet, Deborah Holtzman, and Laura Hamilton. "Implementing measures of teacher effectiveness." Phi Delta Kappan 94, no. 3 (November 2012): 39–43. http://dx.doi.org/10.1177/003172171209400309.

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Teachers and leaders in pilot sites say the evaluation systems are beneficial, and leaders say they're well-prepared for their new responsibilities, even as they worry about increased workload and stress from the new expectations.

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McGill, Monica M., Leigh Ann DeLyser, Karen Brennan, Baker Franke, Errol Kaylor, Eric Mayhew, Kelly Mills, and Aman Yadav. "Evaluation and assessment for improving CS teacher effectiveness." ACM Inroads 11, no. 4 (November 12, 2020): 35–41. http://dx.doi.org/10.1145/3410478.

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Дисертації з теми "Teacher effectiveness Victoria Evaluation"

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

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Mazandarani, Omid. "EFL lecturers' perceptions of teacher effectiveness and teacher evaluation in Iranian universities." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15428.

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Teacher effectiveness research (TER), as a multifaceted phenomenon, is a seminal part of most educational agendas upon which a successful teacher appraisal system tends to be contingent. Whereas there is a wealth of research on teacher effectiveness in mainstream (general) education, there is a dearth of studies on it in second/foreign language education, thereby sowing seeds of doubts apropos of the extent to which findings in mainstream education can be applied to L2 education. A paucity of cutting-edge research in the Middle-eastern context is another missing piece of the jigsaw testifying to a need for further research on teacher effectiveness. Taking such lacunae into consideration, this study endeavours to inquire into EFL teacher effectiveness in the Iranian higher education context as its main objective. With this end in view, a number of research questions are formulated whereby the main constructs are identified. This study is aimed at investigating lecturers’ understanding of teacher effectiveness and its pertinent appraisal model, and more specifically, delving into their perceptions of teacher appraisal in Iran. Measures of evaluation, opportunities of which lecturers can avail themselves to improve their effectiveness, and lecturers’ ideal appraisal system are other areas which are examined in this research. In this study, a mixed methods exploratory sequential design is adopted to address the proposed research questions. Close-ended and open-ended questionnaires and semi-structured interview are the instruments utilised for data collection. The collected quantitative and qualitative data are analysed with the help of SPSS and NVivo, respectively. The analysis of both sets of data culminated in the emergence of six major themes, i.e. lecturers’ understanding of teacher effectiveness and the qualities of an effective teacher, measures of evaluation, opportunities and strategies conducive to improving teacher effectiveness, the Iranian appraisal system, non-teacher-controlled factors impacting on teacher effectiveness, as well as lecturers’ perceptions of an ideal appraisal system. Following a myriad of ideas garnered through data analysis, a differentiated appraisal model informed by lecturers’ voices is proposed. Based on the findings which provided evidence for some imperfections in the nexus between policy and implementation, this study concludes that there is still some room for improvement in teacher appraisal in 3 Iran. Important amongst others are better alignment between teacher appraisal and teachers’ professional development needs, transparency of the appraisal, and use of all types and forms of teacher evaluation. The study brings to the fore further implications, conclusions and suggestions for future research which are presented in the final chapter of this thesis.

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Sosanya-Tellez, Carla Ann. "Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/389.

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Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator's moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux, 2004). Yet, the achievement gap persists, as poor African-American and Latino students under-perform as compared to white middle-class students (Ladson-Billings & Tate, 1995). Additionally, public school teachers are predominately middle-class and White, while they teach increasingly diverse children of poverty. In legislation, student assessment, teacher licensure, and research-based curricula have taken center stage. Teacher evaluation is noticeably absent (Danielson, 2002; Iwanicki, 1990; No Child Left Behind Act, 2002). Teacher evaluation is static and mired in politics; it has not historically helped improve school (Peterson, 2000). Investigating teacher evaluation's potential as an overlooked tool to improve teaching for all teachers and students in public school is urgent in this climate. As Stronge and Tucker (2003) asserted, "Without capable, highly qualified teachers in America's classrooms, no educational reform process can possibly succeed" (p. 3). This problem-based learning dissertation addresses a real problem in practice: how to make teacher evaluation meaningful for high-performing teachers. This study explores Wood's (1998) call for a move from traditional to transformative evaluation. Ten high performing teachers field-tested a self-evaluation handbook. They explored study options designed to help them critically reflect on their own teaching, connect with students, reflect, and set new goals. This work shows promise to help teachers and students engage in a more democratic, caring and loving public place we call school. This work is timely. After all, "When all is said and done, what matters most for students' learning are the commitments and capacities of their teachers" (Darling-Hammond, 1997, p. 293).

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

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Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.

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Thesis (Ph. D.)--University of Kentucky, 2008.
Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).

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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.

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Olson, Elizabeth. "Principal and teacher perceptions of the effectiveness of Look 2 Learning." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643077.

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The term management by walking around (MBWA) has been used in the business setting by chief executive officers as a method of checking in with their employees and monitoring the continuing work of the business. President Lincoln practiced this same theory by getting out of his office to see the troops. The classroom walk-through is an educational technique used to monitor instructional teaching practices and curricular decisions by teachers. This mixed-methods research project was designed to study the effectiveness of a walk-through process to improve instruction through the perceptions of building administrators and classroom teachers. The walk-through program studied was Look 2 Learning (L2L). L2L is nonevaluative and collects data from talking with students about their learning rather than through the observation of teachers. Data are collected by teachers and building administrators and cumulative data are shared through a reflection process. Perceptions of L2L were collected through a Likert-scale survey, an open-ended question, and interviews from elementary and secondary educators. The data were collected from elementary teachers, secondary teachers, elementary building administrators, and secondary building administrators from two large school districts in the western states. Generally, educators were positive about L2L. Elementary educators were generally more positive than secondary educators. All groups agreed that classrooms were visited more since the implementation of L2L, data from L2L were used to discuss instructional strategies, most teachers were open to other teachers visiting their classrooms, and professional development activities had resulted from the implementation of L2L. Elementary building administrator, secondary building administrator, and elementary teacher perceptions were positive that the implementation of L2L had increased their knowledge about instruction.

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Nabors, Autumn Nicole. "Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73330.

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Teacher evaluation systems were developed and implemented to increase accountability but also to increase teacher effectiveness. A review of the research and findings of previous teacher evaluation studies demonstrated the need to further examine the feedback in evaluation systems and their role in teacher professional growth. The purpose of the study was to identify the perceptions of teachers and administrators regarding the feedback teachers receive from the teacher evaluation process, how they perceive the impact of feedback on teacher growth, and what professional development has been offered because of the feedback. This descriptive study used qualitative data and quantitative data derived from a modified version of the Teacher Evaluation Profile (TEP) survey. The findings from this study indicated that teachers perceive the quality of feedback they received to be lower than administrators perceived the quality of the feedback they gave, specifically in regards to the frequency of the feedback and quality of the information contained in the feedback. In addition, there was a significant difference in the perceptions of the quality of feedback between elementary teachers and administrators and secondary teachers and administrators. Though teachers and administrators both perceived the working relationships as positive, few teachers reported making adjustments to their teaching practices in response to the feedback received. Teachers did not perceive teacher professional growth from adjustments made in their teaching practice in response to the feedback. Teachers also noted few opportunities for professional development suggested in feedback. As suggested by the findings, professional development needs to be specific in regards to providing effective feedback. Finally, teachers, with the help of administrators, need to focus on creating goals and growth plans with specific professional opportunities to help teachers grow professionally and positively impact student outcomes.
Ed. D.

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Lansdale, Jackie Courntey. "NCR vs DRO: Evaluation of Effectiveness, Teacher Preference, and Fidelity of Implementation." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4355.

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Abstract Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective procedures in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no identified developmental disability, and (b) assess implementation fidelity of each procedure by the teacher. This study further assessed which procedure was preferred by teachers by the addition of questionnaires and a choice phase in which teachers ultimately chose which procedure to implement. Results showed that both procedures significantly reduced problem behavior across all participants, with the DRO procedure having the greatest effect. The procedure that was preferred most by teachers varied across participants. One of the three participants preferred the NCR procedure, one preferred the DRO procedure and the last participant gave mixed results between the procedure she said she preferred in the surveys and the procedure she chose to implement in the final choice phase.

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Thomas, Trevor R. "The Use of EVAAS Teacher Reports in Teacher Evaluation: Teacher Attitudes in Ohio's Public Schools." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1387868297.

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Книги з теми "Teacher effectiveness Victoria Evaluation"

1

Stronge, James H. Teacher evaluation and student achievement. Washington, D.C: National Education Association, 2000.

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

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Effectiveness study of the primary teacher in Nepal. Bhaktapur: National Centre for Educational Development, Ministry of Education, Dept. of Education, 2006.

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

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J, Enrique E. Batista. El maestro como factor de calidad de la educación: Una caracterización de los maestros del Occidente colombiano. Medellín, Colombia: Editorial Universidad de Antioquia, 1997.

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Ryan, Doris W. Developing a new model of teacher effectiveness: Lessons learned from the IEA classsroom environment study. [Toronto]: Ontario, Ministry of Education, 1986.

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David, Reynolds. Failure-free education?: The past, present and future of school effectiveness and school improvement. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Lissitz, Robert W., and Hong Jiao. Value added modeling and growth modeling with particular application to teacher and school effectiveness. Charlotte, NC: Information Age Publishing, Inc., 2015.

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Walberg, Herbert J. Improving schools to promote learning. Charlotte, NC: Information Age Pub., 2010.

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10

Pak, Yŏng-suk. Susŏk kyosa sibŏm unyŏng p'yŏngka yŏn'gu =: Evaluation study on model operation of head teacher. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2009.

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Частини книг з теми "Teacher effectiveness Victoria Evaluation"

1

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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Mihaly, Kata, and Daniel F. Mccaffrey. "Grade-Level Variation in Observational Measures of Teacher Effectiveness." In Designing Teacher Evaluation Systems, 7–49. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210856.ch2.

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Fernández, María Paz, and José Felipe Martínez. "Evaluating Teacher Performance and Teaching Effectiveness: Conceptual and Methodological Considerations." In Teacher Evaluation Around the World, 39–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13639-9_3.

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Trimmer, Karen. "Evaluation as an Educational Development to Improve Practice: Teacher ICT Knowledge, Skills and Integration." In Educational Developments, Practices and Effectiveness, 93–110. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137469939_6.

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Gabriel, Rachael. "How Literacy Policy Shapes Understandings of Teacher Quality: Coaching, Evaluation, and Measures of Teacher Effectiveness." In How Education Policy Shapes Literacy Instruction, 169–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08510-9_7.

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van der Lans, Rikkert. "A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives." In Student Feedback on Teaching in Schools, 73–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_5.

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AbstractThis chapter describes research into the validity of a teacher evaluation framework that was applied between 2012 and 2016 to provide feedback to Dutch secondary school teachers concerning their instructional effectiveness. In this research project, the acquisition of instructional effectiveness was conceptualized as unfolding along a continuum ranging from ineffective novice to effective expert instructor. Using advanced statistical models, teachers’ current position on the continuum was estimated. This information was used to tailor feedback for professional development. Two instruments were applied to find teachers’ current position on the continuum, namely the International Comparative Assessment of Learning and Teaching (ICALT) observation instrument and the My Teacher–student questionnaire (MTQ). This chapter highlights background theory and central concepts behind the project and it introduces the logic behind the statistical methods that were used to operationalize the continuum of instructional effectiveness. Specific attention is given to differences between students and observers in how they experience teachers’ instructional effectiveness and the resulting disagreement in how they position teachers on the continuum. It is explained how this disagreement made feedback reports less actionable. The chapter then discusses evidence of two empirical studies that examined the disagreement from two methodological perspectives. Finally, it makes some tentative conclusions concerning the practical implications of the evidence.

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Min, Mina. "Teacher Effectiveness." In Advances in Educational Marketing, Administration, and Leadership, 227–44. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch009.

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This chapter examines teacher recruitment, selection, and evaluation policies in South Korea and explores how teacher quality and effectiveness are understood, ensured, and assessed in the country. To show how the concepts are understood in Korea, the chapter starts with an analysis of the goals of education, of the kind of education perceived by the Korean government and citizens as high quality, and of the way effective teachers are defined by the goals they achieve. The analysis illustrates the historical, political, economic, and cultural backgrounds that have shaped Korean perspectives on the goals of education. Subsequently, the chapter describes policies and practices in the recruitment of teacher candidates, the selection of public school teachers, and the evaluation of in-service teachers' teaching quality and effectiveness. Lastly, it discusses the effectiveness of these policies and practices.

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Rodgers, Joseph O. "Teacher Quality, Effectiveness and Evaluation." In A Guide to Impactful Teacher Evaluations, 68–97. Routledge, 2021. http://dx.doi.org/10.4324/9781003104353-4.

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"Case studies in performance measurement 2 The Art Gallery of Greater Victoria." In Accountability and Effectiveness Evaluation in Nonprofit Organizations, 194–210. Routledge, 2000. http://dx.doi.org/10.4324/9780203461365-12.

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Okech, Daniel Otieno. "Examining Issues Concerning Teacher Effectiveness." In Advances in Educational Marketing, Administration, and Leadership, 172–91. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch007.

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This chapter addresses various issues related to teacher effectiveness in Kenya. The chapter begins with a brief historical perspective of teacher education and effectiveness in Kenya. The discussion provides a theoretical framework based on social constructivism as a philosophical paradigm for teacher effectiveness. It explores models used in teacher preparation in Kenya and the various teacher competencies required for effective teaching in Kenyan schools. The prevalent characteristics of teacher effectiveness in Kenya are discussed along with the dimensions of teacher training, recruitment, induction, evaluation, and professional development. Unique aspects of teacher effectiveness emphasizing information and communication technology are highlighted. Finally, the implications of the COVID-19 pandemic on teaching are mentioned.

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Тези доповідей конференцій з теми "Teacher effectiveness Victoria Evaluation"

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Debrenlieva-Koutsouki, Anna. "Teacher effectiveness evaluation and not existing evaluation in Greek public schools." In 1st International e-Conference on Studies in Humanities and Social Sciences. Belgrade: Center for Open Access in Science, 2018. http://dx.doi.org/10.32591/coas.e-conf.01.04039d.

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Bardelli, Emanuele. "Teacher Evaluation Systems: Measures of Instructional Effectiveness or Mechanisms of Structural Bias?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891992.

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Fan, Xumei. "A Mixed-Methods Study of Using Student Learning Objectives in the Evaluation of Teacher Effectiveness." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1881261.

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Fan, Xumei. "A Mixed-Methods Study of Using Student Learning Objectives in the Evaluation of Teacher Effectiveness." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881261.

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Nur Hidayat, Wahyu, Hary Suswanto, Chandra Wijaya Kristanto, Afista Pramudya Wardhani, Achmad Hamdan, and Rahajeng Kartika Sari. "The Effectiveness of Interactive Digital Evaluation Training for Improving Teacher Skills in the Covid-19 Pandemic Period." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9230070.

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Karri, Surya Kiran Reddy, and Sandhya Kode. "Effectiveness of "Learning by Doing" Methodology in Training Programs - An Evaluation of a Teacher Training Program for Information Technology Education." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.73.

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Coelho, Lia Alencar, and Marcelo Machado De Luca de Oliveira Ribeiro. "Student ratings to evaluate the teaching effectiveness: Factors should be considered." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9392.

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The study discusses the student ratings of a professor teaching sociology disciplines in different undergraduate courses. The data were obtained from questionnaires consisting of a series of inquiries about the discipline, focusing on how it fits in the curricular structure (discipline evaluation) and, also, on teacher’s performance (professor evaluation). A total of 480 students answered the questionnaire and, for each question they had a total of five possible answers: very poor (1 point), poor (2 points), fair (3 points), good (4 points) and excellent (5 points). Considering discipline and professor evaluations, students from Animal Science, Food Engineering and Veterinary Medicine courses consider "fair" the performance of the sociology professor. Regarding to the professor evaluation, the students of the three undergraduate courses considered the performance of the teacher "good". For discipline evaluation, the Animal Science and Veterinary Medicine students considered the discipline "fair" and the Food Engineering students considered the discipline "poor". The results obtained can serve as a basis for the design of a institutional evaluation system of teaching based on student ratings, however the evaluation of the discipline and the performance of the teacher must be considered separately.

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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.

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Mattos, Garrett Anthony, and Donald Friedman. "Matched Pair Testing of Injury Potential in Repeatable Rollover Tests With the CRIS and JRS." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39032.

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The availability of repeatable dynamic rollover fixtures, like the Controlled Rollover Impact System (CRIS) and Jordan Rollover System (JRS), has changed the face of rollover structural and occupant protection development and evaluation. Tests performed with these devices have demonstrated scientific principles of occupant protection and injury potential which were previously resolvable only by expert rhetoric. Matched-pair experiments with instrumentation measuring dynamic roof crush and dummy injury metrics are now possible. The effectiveness of occupant protection features such as padding, window curtain airbags, belt pretensioners and headrests are qualitatively and quantitatively measureable. The sensitivity of rollover parameters themselves and their effect on injury potential can be determined by tests with different roll rates, pitch angles, impact angles and drop heights. Simulating injury potential to humans with ultimately biofidelic dummy musculature can also be demonstrated. This paper presents two matched pair test sets performed on the CRIS and two matched pair test sets performed on the JRS. The matched pair test sets performed on the CRIS compare the dummy injury measures in reinforced and production versions of the 1998 Ford Crown Victoria and the 1996 Chevrolet Blazer. The CRIS test of the matched pair Crown Victoria vehicles has been presented previously in a paper by Moffatt et al [1]. The matched pair tests that were performed on the JRS were conducted to study the effect of a reinforced roof on dummy injury measures. These tests, performed on production and reinforced versions of the 1998 Ford Explorer and the 1999 Hyundai Sonata, included the measurements of road loads, roof crush and crush speed, dummy upper and lower neck loads, belt loads, as well as the movement of the vehicle during the test.

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Tammaro, 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.

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The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.

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Звіти організацій з теми "Teacher effectiveness Victoria Evaluation"

1

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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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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