Content uploaded by David Charles Berliner
Author content
All content in this area was uploaded by David Charles Berliner on Dec 21, 2015
Content may be subject to copyright.
The Half-Full Glass: A Review of Research on Teaching
Abstract
David C. Berliner's title paper is a research review which explores factors that can be controlled or influenced by teachers and that are known to affect student behavior, attitudes, and achievement. Pre-instructional factors include decisions about content, time allocation, pacing, grouping, and activity structures. "During-Instruction" factors include engaged time, time management, monitoring success rate, academic learning time, monitoring, structuring, and questioning. Communicating academic expectations for achievement; developing a safe, orderly, and academically focused environment; sensible management of deviancy; and developing cooperative learning environments are climate factors. Among post-instructional factors are tests, grades, and feedback. Jane H. Applegate's response to Berliner's paper agrees that educational research has many promising avenues but also states that the research results must be useful to teachers and in a form that they can use. Ken Henson's response also states that educators must keep abreast of research and that they must use such findings to improve education. (CJB)
... Therefore the assessment should be designed where the assessments are distributed systematically throughout the semester; such as weekly quizzes or process of writing which students will be evaluated in several stages. Berliner (1984) found a strong empirical evidence that shows a link between time allocation in a course, students' effort, and student performance. ...
... Therefore the assessment should be designed where the assessments are distributed systematically throughout the semester; such as weekly quizzes or process of writing which students will be evaluated in several stages. Berliner (1984) found a strong empirical evidence that shows a link between time allocation in a course, students' effort, and student performance. ...
In education, assessment is an important reporting instrument for students’ performance. It gives a strong implication on students learning. According to Gibbs &Simpson (2003), assessment can influence students learning, either in a good or bad way. They highlighted five conditions which assessment can either support or obstruct students learning. The five conditions are; quantity and distribution of student effort, quality and level of students’ effort, quantity and timing of feedback, quality of feedback, and students’ response to feedback. This study is conducted as an effort to identify students’ and instructors’ responses towards writing assessments in English for Academic Purposes (EAP) course. Identifying the responses of students and instructors towards assessment is crucial as it can analyse how well the writing assessment in the course is supporting the students’ learning. A survey using the Assessment Experience Questionnaire (AEQ) has been administered to 185 students. Besides, Interviews were conducted with the instructors of the EAP course to identify their response. The finding of this study is hopefully will assist learning institution in improving the language assessment strategies especially in ensuring how the assessments can support students learning.
... Some scholars (DeMesquita & Drake, 1994;Sridhar &Badiei, 2008 andWheatley, 2002) have even concluded that reforms that do not address teachers' self-efficacy as the main innovation agents may be doomed to failure. Self-efficacy is a strong According to Berliner (1984), teachers are the main implementers of the designed curriculum and are the final arbiter of what, how, and when the content gets taught. DeMesquita &Drake (1994 andWheatley (2002), education reforms that do not address teacher efficacy may be doomed. ...
This study intended to examine the self-efficacy levels of the current secondary school science teachers in Tanzania towards teaching of science process skills. Science process skills have been heavily emphasized in the newly introduced Competence Based Curriculum of 2005. Specifically, the study intended to; (i) determine the self-efficacy level of Morogoro Municipality Biology teachers with regard to the teaching of integrated science process skills, and (ii) determine the influence of teachers’ knowledge level of science process skills on their self-efficacy towards teaching these scientific skills to learners. Science process skills approach by Chiappetta & Koballa (2002), and Bandura’s (1997) self-efficacy theory formed the conceptual and theoretical frameworks of the study respectively. Science Teaching Self-Efficacy Belief Instrument (STEBI-A) and a test of Integrated Process Skills developed by Mungandi (2005) were used to collect data among 63 sampled biology teachers. The results indicated that Morogoro Biology teachers have unsatisfactory knowledge of integrated science process skills and average self-efficacy level. The study recommends an urgent need to refocus on science teachers’ training and professional development programmes.
... During preservice teacher education, future teachers generally complete an assortment of coursework as well as field or clinical experiences such as student teaching (Cochran-Smith & Zeichner, 2009;National Research Council, 2010;Wilson et al., 2001). During inservice teacher education, current teachers receive ongoing professional learning opportunities to improve their practice, adjust their practice to reflect new emphases of policy or practice (e.g., new content standards, new instructional strategies), or for other purposes (Allen, 1940;Berliner, 1984;Nir & Bogler, 2008). ...
Teacher induction is regarded as an important facet of the teacher education system in many countries. However, important questions remain concerning which teacher induction practices are most associated with teacher quality and retention. This study (N = 736) therefore leverages data from the 2018 Teaching and Learning International Survey (TALIS) to examine relationships between various forms of teacher induction and teacher practices, self-efficacy, and job satisfaction, while controlling for an array of teacher socio-demographic and professional characteristics. Five specific teacher induction activities—including team teaching; online activities; and portfolios, diaries, or journals—were associated with one or more teacher-level outcome variables.
... In other words, what educational researchers talked as a glaring gap four decades back is recurring in training interventions now. More specifically, as suggested in the review of research in the context of teaching by David C. Berliner (1984) to design pre, during and post instructional factors that have an impact on learner outcomes, we need to design in the context of skilling. Despite the initiatives outlined at the beginning of this article, this level of specificity is yet to be attained. ...
Even before the outbreak of COVID-19, there was a realization that a new world of work would be completely different from the past. Thus, there has been a renewed interest in the area of employability skills. COVID-19 pandemic accelerated the need for action to redress the problems of rising skill shortage and job displacements, demanding a higher pace of reskilling and upskilling. However, this necessitates plugging the existing gaps in the existing employability training framework in India. The present study is aimed to explore the missing links on the existing employability programs, particularly at the last mile implementation. It also aims to portray major themes that are evolving in the employability training space in India in the post-pandemic period. The first part of this paper contextualizes the research by providing background information on the concept of skill gap, career shock and career resilience and briefs the responses from government, higher education regulators and corporate bodies to bridge the existing skill-gap. The second part considers the theoretical aspects of post-pandemic employability training along with currently prevailing five major concerns in the employability training. The last part gives an overview of five major themes related to post-COVID employability training in Indian context. The paper points out that inadequate assessment of employability programmes, lack of clarity on the methods employed, unvalidated pedagogy, misplaced soft skills' teaching and limited linkage with the existing systems are the missing links in the current modes of training. The paper elaborates five evolving themes in the skilling education in the post-pandemic period. They are, new forms of partnerships, career concerns, need for hybrid skillsets, changing credentialing systems and pedagogical shifts. The study strengthens the idea of the upskilling and reskilling and has shown that the future of learning will be largely self-driven and technology-mediated. The study highlights the need for incorporating hybrid, digital and remote working skills in the curriculum through necessary curricular changes. The paper makes a case for shifting the nature of employability training from adjusting to uncertainty to preparing for uncertainty.
Effective teaching strategies are not new and are used by all teachers to some degree. Effective teachers, however, have been found to use these strategies in a systematic and regular way. Systematic and successful application of teaching strategies requires the use of performance data to guide teaching decisions. Computer application of Curriculum-Based Measurement (CBM) is presented as one methodology capable of providing the necessary link between student performance and instructional decision making. A case study in math is presented to show how CBM with computerized feedback systems can be used to systematically implement effective teaching strategies.
In inclusive educational settings, the diverse learning needs of students often pose significant challenges, particularly for slow learners who may struggle to keep pace with their peers. This study explores the potential of multigrade teaching as an effective remedial strategy to support slow learners within an inclusive classroom environment. Multigrade teaching, where students of different ages and grade levels are taught together, offers a flexible and differentiated approach that can be tailored to meet the individual learning needs of students. Through action research, the study examines the effects of multigrade teaching on the academic performance, and social and emotional development of slow learners. Data is collected through student`s grade cards and through observation which was analyzed through SPSS conducting t-test and qualitative insights were gathered from classroom observations. The findings suggest that multigrade teaching not only fosters a supportive and collaborative learning environment but also allows for personalized instruction that benefits slow learners. The study concludes that multigrade teaching can be an effective remedial strategy, promoting the academic success and inclusion of slow learners in mainstream classrooms. Implications for educators and policymakers are discussed, with recommendations for the integration of multigrade practices in inclusive education frameworks.
This article aims at sharing observations, existing empirical evidence, and what research indicates about teacher education in general and secondary teacher education in Ethiopia in particular to the public at large. It focuses on the teacher education reforms and practices since the introduction of the 1994 education and training policy. Government documents were critically reviewed and interviews were conducted with the Ministry of Education and regional education bureau officials and experts by way of substantiating and balancing the analysis of data extracted from documents.
In the era of globalization and internationalization, the school is at the forefront of meeting the challenges of the 21st century education. Innovations abound, millions of information are made available in the worldwide web and new ways of management practices and learning have emerged (Dayagbil, 2016). Distance learning is a learning delivery modality which occurs when the teacher and learners are geographically remote from each other. Modular Distance Learning (MDL) is a type of distance learning that uses modules to transfer learning to the students. (Llego, 2020). The education system has immensely transformed from traditional way of learning into a more diverse one which can cope with the fast-changing world. It can now address the different skills of the 21st century learners. The integration of different learning modalities into the curriculum makes it more accessible for everyone. In the Philippines, the Department of Education widens learners’ access to quality education through the Alternative Delivery Mode. Based on Republic Act 10618 or an Act Establishing Rural Farm Schools as Alternative Delivery Mode of Secondary Education and Appropriating Funds of 2013, the Alternative Delivery Mode may include the use of facilitator - aided and interactive self - instructional print and audio - based learning materials, video tapes, face - to - face structured learning groups, demonstration sessions, home visits, mentoring and remediation. This implies that aside from the formal education in which students are confined in the classrooms, there are ways to reach out to learners especially if they are incapable of attending regular class days. To further address the accessibility of education for the Filipino learners, the Philippines reaffirmed its global commitment to bring benefits of education to “every citizen to every society” and developed the National Plan of Action to Achieve Education for All which also aimed to achieve an improved quality of basic education for every Filipino. It includes reforms in the curriculum and introduced the Alternative Delivery Modes that promote access and holding power of school through the implementation of the Project EASE (Effective Alternative Secondary Education) to complement the existing formal education to make secondary education more accessible to students in disadvantaged situations. Learning is facilitated through the use of modules as instructional materials during the period when students are out of the classroom. Truly, the Philippine government together with the Department of Education continuously strive to provide and improve the quality of education for every Filipino to meet the demands of the global community. Even during these trying times as we face the COVID-19 pandemic, the department yield ways to adapt to the new normal by launching various distance learning modalities for the school year 2020-2021. This is to ensure that the pandemic will not hinder learning but also to secure the health of every stakeholder in the learning process. Based on the survey results from the Learner Enrolment and Survey Forms distributed by the schools nationwide, both private and public, the parents as well as the learners’ preferred modular distance learning than online distance learning. The 8.8 million parents opted for modular learning while only 3.8 million chose online learning. On the other hand, 7.2 million enrolees preferred modular distance learning while only 2 million enrolees opted for online distance learning. (Malipol, 2020). It is for this that this study was thought of. It attempts to assess the utilization of Modular Distance Learning Strategies of Teachers in Dr. Francisco L. Calingasan Memorial Colleges Foundation Inc. Tuy and Nasugbu Campuses during the academic year 2020 - 2021.
ResearchGate has not been able to resolve any references for this publication.