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Abstract
Much of the traditional and prevailing dogmas surrounding factors affecting students' experiences and outcomes of schooling throughout their primary and secondary years - especially socio-cultural and socio-economic factors - are now understood to be products of methodological and statistical artefact, and amount to little more than religious adherence to the moribund ideologies of biological and social determinism. In this paper, key findings are presented highlighting real effects from recent and emerging local and international research on educational effectiveness. For example, whereas students' literacy skills, general academic achievements, attitudes, behaviours and experiences of schooling are influenced by the background and intake characteristics, the magnitude of these effects pale into insignificance compared with class/teacher effects. This is, the quality of teaching and learning provision are by far the most salient findings from the related local and international evidence-based research indicate that what matters most is quality teachers and teaching, supported by strategic teacher professional development.
... Истраживања показују да квалитет и изврсност наставе представљају појединачно најзначајнији фактор ученичких постигнућа. Квалитетна настава, коју организују компетентни наставници, обучени и подржани стратегијом континуираног професионалног развоја и усавршавања, најзначајнији је фактор унапређивања развоја школе и ученика (Gore, Griffiths & Ladwing, 2004;Rowe, 2003). ...
... Од њих школски персонал очекује више него од сталних наставника; очекује се да се прилагоде, "преоквиреˮ и чине уступке у односу на припремљене планове за различите групе ученика, разреде и школе (те ово искуство описују као емоционално исцрпљујући посао). Baldwin, 1934;Rowe, 2003;Inghram, 1976;Jenkins, Smith & Maxwell, 2009;Митина, 2012;Duggleby & Badali, 2007;Galloway & Morrison, 1994;Esteve, 2000 Самоперцепција Аутори ...
... Истраживања показују (Hattie, 2003) да, после фактора ученика, квалитет и изврсност наставе представљају појединачно најзначајнији фактор ученичких постигнућа. Квалитетна настава, коју организују компетентни наставници, обучени и подржани стратегијом континуираног професионалног развоја и усавршавања, најзначајнији је фактор унапређивања развоја школе и ученика (Gore, Griffths & Ladwing, 2004;Rowe, 2003). ...
Неколико је разлога и мотива да се определимо за истраживање професионалног статуса и идентитетских карактеристика наставника који су запослени на одређено време. Најпре, то је истраживачка радозналост и импулс да наставимо истраживање професионалног идентитета наставника које је започето пре петнаест година. У истраживању професионалног идентитета наставника, будући да представља комплексну тему, дошли смо до закључка да би феномене личног и професионалног идентитета наставника требало проширити на питања која су тамо тек тангентно обрађена: проблем и феномен професионализације наставничког позива, супростављеност различитих концепција образовања, обуке и стручног усавршавања наставника која за последицу има супротстављене концепте идентитета (супстанцијално‒релационо, релационо‒референцијално), питање посвећености послу као суштинске одреднице професионалног идентитета наставника, као и феномен маргинализације наставничких подгрупа и њихових идентитетских маркера.
... The art and science of teaching and learning remain at the heart of schools and educational systems. Research has shown a strong relationship between teacher quality and student achievement (Armor et al., 1976;Darling-Hammond, 2000;Goodwin et al., 2013;Hattie, 2003;Rowe, 2003). What teachers say and do in classrooms with students has a profound impact on the students' performance, accounting for 30% of the variance in academic achievement (Hattie, 2003). ...
... (Armor et al., 1976, p. 19) Findings suggested that teachers perceived that both school and classroom factors contributed significantly to student achievement and that growth in reading achievement varied based on the school or classroom to which a child was assigned (Armor et al., 1976). These findings are consistent with the works of future researchers who maintained that school-related factors and teacher quality significantly influence student achievement (Darling-Hammond, 2000;Hattie, 2003;Rowe, 2003). ...
... Effective teachers engage in reflective dialogue, keep students at the center of the conversation, stay current on educational shifts, maintain a focus on student learning (Hattie, 2003;Leithwood et al., 2004), and have the characteristics needed to effectively collaborate with and lead other teachers (Goodwin et al., 2013). Research has shown a strong relationship between teacher quality and student achievement (Armor et al., 1976;Darling-Hammond, 2000;Goodwin et al., 2013;Hattie, 2003;Rowe, 2003). ...
... Education opens doors for improvement, inspires innovation, and allows for opportunities that provide hope. The quality of this education relies directly upon the quality of the teachers providing it (Rowe, 2003). This study analyzes teacher passion in order to determine its impact on student outcomes to further determine the importance of teacher quality in education. ...
... In the ongoing scholarly discussion regarding educational effectiveness, few studies have analyzed teacher passion, commitment, or quality as a determining factor. In his piece, "The Importance of Teacher Quality As A Key Determinant of Students' Experiences and Outcomes of Schooling," Ken Rowe (2003) analyzes the research regarding influential factors of educational outcomes and student educational experiences, recognizing teacher quality as one of the most, if not the most, significant factor (p. 15). He also recognizes that in the plethora of available research studies regarding educational effectiveness, relatively few, and only fairly recent studies, have focused on "teacher quality and instructional effectiveness" (p. ...
... 19). This is why he calls for attention to teacher quality, which is what directly affects student outcomes (Rowe, 2003). To develop a more clear focus, I have chosen to concentrate on the impact of teacher passion. ...
... Highly motivated and well-qualified faculty members are a key factor influencing students' perspectives on medical science [54][55][56]. An increasing amount of research has examined the impact of faculty on student achievement and engagement in the classroom. ...
... Educators who create enjoyable lessons through innovative teaching methods or engaging activities successfully capture and hold students' attention [49]. Ultimately, the quality of teaching and learning plays a vital role in shaping students' educational experiences and outcomes [56]. ...
By integrating reflective practices and innovative learning techniques, medical educators strive to enhance students' understanding and influence patient outcomes. This research explores various educational strategies to foster empathy, critical thinking, and comprehensive knowledge. Several techniques are highlighted as essential tools to enrich the learning experience. Encouraging medical students to engage with real-life patient scenarios aims to develop empathetic and well-rounded healthcare professionals better prepared to address and treat patients' needs. Through an extensive review of existing literature and clinical trials, this study will assess the impacts of lifestyle modifications, pharmacological treatments, and emerging therapies on alleviating these conditions. The objective is to offer valuable insights that will guide healthcare students in future research and clinical practices, providing hope for an improved quality of life for those affected.
... Enthusiastic and high qualified teachers have been identified as one of the most influential factors influencing young people's perceptions of science (Bevins et al., 2008;Hattie, 2003;Rowe, 2003;Wai Yung et al., 2011). There has been an increasing amount of research on ways teachers impact achievement and attentiveness in science courses. ...
... Osborne and Collins (2001) claim students' attention is engaged and sustained by teachers who make lessons fun either through their content presentation methods or the organization of the work. That is substantiated by Rowe (2003), who argues that the quality of teaching and learning provision is the most critical influence on students' experiences and outcomes of schooling. Urdan and Schoenfelder (2006) agree that content teachers regulate the academic environment, including material covered, approaches to learning, and communication with students, which play an essential role in student attitude toward school. ...
The study investigated how schoolteachers and administrators perceive innovative and engaging teaching practices in Southeastern U.S. high schools. Perceptual data was collected from high school teachers to determine whether they believe their professional development adequately prepares them to use innovative and engaging instructional practices in their science courses. The study gathered perceptions of high school science teachers and school administrators regarding the presence and impact of innovative scientific techniques. This study also collected teachers' perceptions of their professional development in preparing them to use innovative teaching strategies. While the participants’ schools and school levels were purposefully selected, faculty participants were randomly selected for interviews.
... A similar study [12] found that teachers' were supportive of inclusive education, but only partially considering the numerous challenges associated with its implantation. Other studies have also reported mixed attitudes of teachers toward inclusion [13,14]. ...
... This study found that the major barriers for inclusion are the lack of equipment and appropriate educational materials, and the availability of limited time for teachers to pay sufficient attention to students with SEN. Consistent with prior research [12], such barriers may explain why some teachers only partially support inclusive practices. Also, insufficient time to pay attention to SEN can be a disruptive factor to the quality teaching provided to them [28]. ...
This study aims to investigate teachers’ attitudes toward the inclusion of students with special educational needs (SEN) in general school settings in Jeddah, Kingdom of Saudi Arabia. Data were collected from a sample of teachers in Jeddah. A stratified random technique was utilized to choose the target sample, however, 187 teachers completely responded on the study questionnaire. Descriptive statistics were utilized to assess teachers’ demographic profile. Also, Analysis of variance (ANOVA) was utilized to examine the association between teachers’ demographic characteristics and their perceptions of SEN. Results revealed that teachers are more likely to believe that they lack the academic qualifications and training required for the inclusion of students with disabilities. They reported being trained only to teach students with learning difficulties rather than intellectual disabilities. The reported barriers to inclusion are lack of appropriate educational materials, limited time to devote sufficient attention to students with SEN, limited knowledge regarding SEN, and classrooms that are not designed for students with disabilities. The study findings therefore indicate the need for not only training teachers to teach students with disabilities but also, more importantly, ways to implement these strategies more effectively in typical school settings.
... Consequently, although passing the licensure examination can be linked to the DPE graduates' acquired competencies and the institutions' overall performance, it may not entirely determine the quality of teaching once these teachers are already in the field. Researchers claim that teacher quality is determined by a complex relationship among several factors like teacher preparation programs and degrees and teacher experience [11], [12], teacher coursework, teacher certification [3], [12]- [14], teachers' test scores [13], strategic teacher professional development [15], and teacher effectiveness about quality teaching indicators [5], [16]. ...
This research delves into the career progression and perceptions of graduates from the Diploma in Professional Education (DPE) Program at Cebu Normal University, spanning the academic years 2016-2020. This aims to analyze demographic profiles, assess knowledge levels in various domains, and explore graduates' regard for the DPE program in their current work. Employing a mixed-methods design, the research gathers data through surveys and virtual interviews. Participants indicate an overall positive assessment of the DPE program and express strong agreement in content knowledge, pedagogical knowledge, technological competence, and the intersection of technology with pedagogy and content. They exhibit strong alignment with the technological pedagogical and content knowledge (TPACK) framework, proving their proficiency in incorporating technology into instruction with ease. Qualitative insights unveil transformative learning journeys, the nurturing of teaching excellence, overcoming challenges with confidence, and the empowerment of future educators as dominant themes in the experiences of DPE graduates. The combination of data sets highlights how well the program communicates knowledge and fosters a constructive, transformative learning environment. The DPE program's good reputation, strong support of TPACK, and noted career progression demonstrate how well it prepares teachers for the ever-changing demands of the classroom and offers valuable insights to improve teacher education.
... Böylece firmanın alacağı tedbirlerde yetersiz kalacağını tespit etmiştir. Rowe (2003) araştırmasında; işletmenin menü tasarımı ile maliyet kontrolü arasındaki ilişkiyi incelediği araştırma sonucuna göre menünün tüketici tatmininde etkili olduğu ve böylelikle bu durumun hâsılat artışına neden olduğu sonucuna varılmıştır. Çınar (2004) araştırmasında; İstanbul'da faaliyette bulunan 199 adet yiyecek ve içecek firmasında yapılan araştırmada, ilgili firmaların 97 firmanın öncelik gelir kontrol yöntemini tercih etmiştir. ...
Bilgi açısından en zengin olduğumuz bir dönemde restaurant işletmelerinin
başarılı bir şekilde varlıklarını sürdürebilmeleri için maliyet üzerine odaklanmaları gerekmektedir. Maliyet unsurlarını gerçekçi bir ortamda ortaya koyabilen bir
restoran firmasının başarılı olma olasılığı her zaman yüksektir (Özdoğan, 2010:
255). Bu yeni dünya düzeni içerisinde işletmelerin maliyetlerin minimize etmesi
büyük önem taşımaktadır.
KAYNAK:Ay, F. (2024). Restaurant İşletmelerinde Yiyecek Artıklarına Yönelik Malzeme Akış Maliyet Muhasebesi Uygulaması. İn: Sosyal, Beşeri ve İdari Bilimler Alanında Orjinal Araştırma ve Derlemeler, Ed.: Paksoy S,1.Baskı, Latanus Publıshıng, TÜRKİYE, 821 -844.
... Somehow, the need for effective school and class management and outstanding, effective or excellent teachers is obvious. In terms of student achievement, the teacher is a more significant factor than any kind of school resources (Rowe, 2003) Teachers" quality plays a significant role in students" learning. In fact, Moir et al. (2009) mentioned that teachers" quality as the most important school-related factor in student learning outcomes, which "dwarfs every other school-related variable including class size, school size, and even the heterogeneity of prior achievement within a classroom". ...
... Research has shown that one of the critical factors for improving the performance and progress of students is the quality of teaching and teachers' knowledge (Rowe, 2003). Given the growth of technology and the myriad tools for information acquisition, the teacher is no longer the sole source of information but remains an essential element for student education (Santos et al., 2016). ...
As technology plays an increasingly prominent role in education, the undeniable need for training programs aimed at equipping teachers with digital technology skills in art education becomes evident. This case study, conducted within the Abai Kazakh National Pedagogical University framework, examines teacher training programs, the challenges teachers face in integrating technology, and art faculty members' learning motivations andpreferences. The research employs a descriptive survey, utilizing a questionnaire to collect data. Participants included 25 art professors from the Art Education, Graphic Design, and Visual Arts departments, who responded to questions about teaching methods across three areas: experientiallearning, self-directed learning, and institutional learning. The results indicate that the teachers' level of self-directed learning, with an average of 3.7, was higher than experiential and institutional learning. Thissuggests that teachers are making considerable personal efforts to improve their skills. Additionally, they rated the necessity of institutional training programs as 4.0 (very high), though the challenges they face when using technology were rated at 2.9.The findings reveal that teachers' academic rank influences their perspectives on digital technologies. These insights can help pave the way for educational institutions in Kazakhstan to develop more technology-driven curricula in the future.
... In order to guarantee that instructors have the abilities required to accomplish the diversified needs of their students, Rowe (2003) contends that strict admission standards and rigorous teacher selection processes are essential. There is the opposition contention that unreasonably stringent admission standards could prevent potential people from entering the teaching field, particularly those from different backgrounds or those who pursued non-traditional teaching career choices. ...
Singapore's improved learning outcomes are attributed to its large number of well-trained and qualified teachers. This study focuses on Singapore as a best practice case for understanding teacher quality. It suggests policymakers should prioritize restricted entry into the teaching profession and continuous professional development to enhance teacher quality. The two critical research questions were how does Singapore develop a quality teacher workforce? And how does Singapore improve students learning outcomes through teacher quality? The study utilized qualitative data analysis with the research questions and best practices of policy learning served as the primary theoretical foundation for interpretation, relevance assessment, and meaning construction. The finding revealed that Singapore fosters a quality teacher workforce through rigorous selection criteria, teacher subject-matter knowledge, evidence-based preparation, professional development, and competitive salaries and benefits. In conclusion, Singapore's best education practices align with international best practices promoted by the OECD. Countries like South Korea, Finland, Germany, and Shanghai have implemented these practices. Best education practices works but not everywhere so cultural, social, and economic settings must be considered for successful policy changes.
... Daarbij toont evidentie dat de 'kwaliteit' van de leraren de belangrijkste factor is die leerlingenprestaties beïnvloedt (OECD, 2005). Het staat dan ook buiten kijf dat de kwaliteit van de school op de kwaliteit van haar leraren berust (ROWE, 2003). Het streven naar goed presterende leraren is bijgevolg universeel (CAUSEY, 2010). ...
... Hanushek and Rivkin (2010) conclude that, although explanations for these differences are not readily captured by common measures of teacher quality, they nevertheless indicate that teachers play an influential role. Similarly, Hanushek and Rivkin (2010) reported that teacher quality accounts for a considerable percentage of the variation in student achievement with salient influences on student achievement (Rowe, 2003), which lasts a long time. This makes the need for attention to teacher quality instrumental. ...
Studies indicate that students who have access to highly qualified teachers tend to achieve at a higher rate, regardless of other factors. However, the essence of quality teaching and teacher quality has not been adequately established in these studies. Nonetheless, recent developments favoring integrations have led to three lines of teaching quality research: professional standards, value-added measures, and student evaluations. This study explores how the quality of mathematics and English language teachers is associated with students' achievement using a professional standard observation tool for student evaluation. A representative multistage sample of students and teachers selected from high schools in the East Gojjam Administrative Zone participated in the study. By using the domains in the Framework for Teaching (FfT) as indicators of teaching quality, the study identified the indicators that are associated with the academic achievement of students in mathematics and English subjects. A multiple linear regression analysis was used to study the relationships between the independent variables (teachers' quality indicators) and the dependent variable (students' grade 10 exam scores). Of the four domains of FfT, the delivery of instruction revealed a positive and significant association (sig = 016) with students' scores in the English language. The delivery of instruction encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, which are positively associated with students' scores in the English language. Conversely, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students' mathematics scores. Accordingly, suggestions are made for further research and practice.
... The quality of the education system undeniably plays a crucial role in shaping students' attitudes, aspirations, and skills, influencing their future personal and professional development. Education policies currently being shaped emphasise the need to analyse and understand how differences in the quality of the education system in different types of schools affect students, shaping their attitudes to learning or career aspirations (Cochran-Smith, 2003;Hill et al., 2003;Rowe, 2012). Therefore, an essential aspect of our research was to show that the schools we studied differed in what the surveyed students emphasised, among other things, in developing skills needed for the future labour market. ...
Objectives: This paper is an attempt to identify differences between schools within the same education system in terms of how to improve students' chances of success in the labour market. The main objective is to identify differences between schools and between students' attitudes and views. In doing so, the authors take the first step in analysing the quality of education in a non-skills-focused education system. Research Design & Methods: The research was conducted in 2022 in 3 different schools in the Małopolska region. Pupils in the final classes of primary schools were surveyed. The questionnaire was completed by all students in the class (sample size: 156). The results of a survey conducted in 3 types of schools - urban public school, urban private school, and rural school - are presented. Findings: The results of the research show that there are clear differences in opinions about the quality of the education system in schools, and differences in statements about training for future development, actual involvement in training, or perceptions of entrepreneurship or attitudes towards money. The school for which these factors develop differently than for the other schools is the private school. Pupils there rate the quality of education and its employability much higher than in public schools. Pupils in private schools are much less likely to seek opportunities to acquire skills outside the education system. The analyses show that the differences between a rural public school and an urban private school are greater than those between an urban public school and a rural public school. Implications/Recommendations: The article diagnoses and shows that despite operating within an education system, one school is able to operate more efficiently and in a more employment-friendly way than others. The article suggests that a key aspect of finding solutions to the poor evaluation of the quality of education in the case of public schools is to answer the question of what characteristics of a private school influence its better perception by students. For example, it could be that private schools are more likely to encourage students to think about their future careers, that teachers provide more career-related content as part of the educational process, or that the school is generally rated significantly better than others in preparing students for working life. Contribution/Value Added: The article provides evidence that different organisations can influence the quality of the educational process, particularly in the context of students' transition to the labour market and future employment.
... There have been different parameters and variables considered and the consensus is difficult to determine as to which factor is directly linked to teacher quality (Harris and Sass, 2008) and what teacher characteristics make for an effective teacher (Burroughs Frontiers According to researchers, the complex interaction between several elements, including teacher preparation, programs and degrees, and teacher experience, regulates teacher quality (Rice, 2003;Burroughs et al., 2019;Toropova et al., 2019). Other factors include teacher coursework, teacher certification (Rice, 2003;Goe, 2007;Seebruck, 2015;Toropova et al., 2019), teachers' test scores (Rice, 2003), strategic teacher professional development (Rowe, 2003), employability (Zahid, 2014), and teacher effectiveness about quality teaching indicators (Belsitio, 2016;Akram, 2019). This investigation sought to contribute to this ongoing discussion on what aspects of teacher training are deemed contributory to effective teaching in the field through an investigation of identified dimensions which are discussed in the next sections. ...
The study evaluated the quality of graduates of Philippine Teacher Education Institutions (TEIs) through the performance of the graduates in the Board Licensure Examination for Professional Teachers (BLEPT) and the teaching performance of the beginning teachers in their first three years of teaching. A nationwide survey study employing a descriptive cross-sectional design was conducted to 2,680 respondents from 16 regions in the country, selected using a multi-stage approach. Results revealed an increasing trend in the beginning teachers’ performance in the licensure examinations from 2017 to 2019. These teachers were also consistently averaging a rating of Very Satisfactory from 2019 to 2021 in their teaching performance. Furthermore, socio-economic status, grade point average in college, and grade level taught were other factors found to be significant in relation to teaching performance. As a result, a graduate’s score on the teacher licensure exam has an impact on their success during their first three years of teaching. The dimensions of teacher quality in the country are anchored on the alignment of the outcomes and competencies in the written and tested curricula, effective program delivery, and qualified faculty which contribute to the high probability of passing the BLEPT that ultimately results in better teaching performance of beginning teachers. By focusing on these aspects, institutions can play a pivotal role in nurturing highly competent educators who make a lasting impact on the education system. The findings of this study serve as a valuable guide for educational policymakers and institutions striving to elevate the standard of teacher education across the country.
... This has been driven by the escalating costs of college, disappointing retention and graduation rates, employers' worries about graduates lacking the expected knowledge and skills in the workplace, and concerns about the value and learning provided by higher education to students. Recent research confirms that teachers' knowledge and skills are the most critical factors for successful student learning (Darling-Hammond, 1998;Rowe, 2003). ...
Accountability is vital in ensuring universities to provide top-notch education to their stakeholders in higher education. Therefore, it is imperative to examine how universities can achieve intended performance accountability. The study analyzes the performance accountability of higher education, considering core, essential, and supporting components to meet stakeholder expectations. Based on the case study design, the data were collected through semi-structured interviews with stakeholders and secondary sources. The study sample was selected through the purposive sampling method, i.e., the University Authority, the Campus chief, three chairpersons of the subject committee, the president of the Professor Union Unit, the Coordinator of the Self-Evaluation Committee, and four faculties. After analyzing the data, it has been concluded that in order to achieve performance accountability in higher education, it is essential to manage the learning process effectively, have a strategic implementation plan, prioritize leadership, and adhere to accountability processes. These crucial elements are key to creating a successful learning environment, improving the quality of education, and ensuring accountability in the higher education sector. I claimed that the seed capital model is developed to enhance quality education by increasing higher education performance accountability. The study findings can help University officials and faculties improve education quality and policy formulation. Additionally, this study contributes to the existing literature on the institutional process and achieving accountability in all components of higher education.
... Quality of teaching that is fit for the purpose in which it is intended is paramount to achieving a good learning experience for the students involved (Biggs, 2001). A student's cognitive and behavioural outcome in an academic setting can be influenced by the quality of teaching that they receive (Rowe, 2003). ...
Learning a new clinical skill in dentistry is stressful as it is, coupled with large student to teacher ratios, this can sometimes lead to students being overlooked. Peer teaching was piloted at The Faculty of Dentistry, Oral and Craniofacial Sciences (FoDOCS) and seemed to be positively received amongst the students. Furthermore, cross collaboration with data from Harvard School of Dental Medicine (HSDM) helped to understand the lived experience of the students in relation to peer teaching from both the student’s point of view and the peer teacher’s point of view. The hope was to identify from the student’s perspective, if the scheme had any benefits and/or if improvements were needed. The study group consisted of 10 students from FoDOCS and 9 students from HSDM who were interviewed after clinical skills sessions with both staff teachers and peer teachers. Data was analysed using interpretive phenomenological analysis to identify key themes. A number of important themes were identified that highlight the overall positive effect that peer teaching has had on both students and peer teachers.
... Teachers with a tenacious, persevering, trustworthy, tolerant, determined, and enthusiastic disposition can make a substantial contribution to students' academic performance. Research has consistently shown that the classroom-level, namely what instructors know and do in the classroom, has a greater influence on student learning than the school-level (Hattie, 2003;Kyriakides et al., 2013;Rowe, 2003). ...
The purpose of this study was to determine the respondents' study habits and social media exposure during the school year. 2019-2020.The study's participants were 50 grade 10 students of Alabel 4 District. The researcher administered the survey to all of the student respondents. Majority of respondents were 17 years old, and the majority of their parents had a bachelor's degree and were all employed. The researcher administered the survey to all of the student respondents. The majority of respondents were 17 years old, and the majority of their parents had a bachelor's degree and were all employed. It also has a high correlation with respondents' social media exposure. The responses revealed that respondents' use of social media has a direct or indirect positive effect on their academic performance. The study suggests that parents should constantly guide and supervise their children's use of social media, particularly female and younger students who are more interested in social networking. Despite the fact that this study discovered that respondents' socio-demographic characteristics have no bearing on their academic performance. It also suggests that a long-term program be implemented to assist students in constantly improving their study habits. According to the study's findings, teachers must continue to effectively stimulate and sustain students' interests and enthusiasm for learning in order for them to consistently achieve exceptional academic performance. Teachers should receive regular service trainings and workshops to stay current on their knowledge and pedagogical skills, improve the quality of the teacher workforce, and improve students' academic achievement.
... http://www.aitsl.edu.au/ australian-professionalstandards-for-teachers10 Marzano (2009);Hattie (2009);Hattie (2003);Rowe (2003). ...
This article provides insight into the development of Australia’s educational standards, the resultant alignment between curriculum, assessment and teaching standards and the move to online tailored testing. Background to the development and nature of the standards is provided as well as areas being considered for further reform. The article acknowledges the challenges in reaching settlement in relation to the standards-setting reforms in a Federation such as Australia. It also outlines the significant benefits now being realised as a result of the collaborative effort to achieve a national curriculum, a national assessment program and national teaching standards.
... It is seen that teachers have priority preferences in finding solutions for their students in the face of problems, and they take shelter in them. Referring to the importance of teachers, Rowe (2003) mentioned that the development of students' cognitive, affective, and behavioral skills comes to the forefront in creating a healthy environment and having a successful process. From this point of view, students' getting support from their teachers in finding solutions and sheltering them in the face of problems reveals the importance of classroom teachers. ...
This study aimed to determine the opinions of teachers about peer relations of students with special needs. For this purpose, the research was designed according to the qualitative research method. The study group of the research consisted of 17 teachers working in two special education schools at primary education level in Famagusta in TRNC. Teachers' opinions were collected from semi-structured interview questions. According to teacher opinions, The main problems encountered in peer relations among students are the problem of adaptation to school and aggressive behaviors. It has been concluded that the peer relationships of students with special education needs are essential for their cognitive development, adaptation to school, and development of learning skills.
... The teacher-mediator has modified his teaching approach by stimulating the autonomy of the students helping them to access and process information (Imms, 2016), rather than providing solutions. The teacher's ability and quality are fundamental to make this transition; it is the key to make learning meaningful (Rowe, 2003) and to build a learning community (Wald & Castleberry, 2000), so the students feel really at their home (Volpicelli, 1964) or in any case in a place to feel well. ...
Il progetto “Rompiscatole” ha coinvolto due gruppi di studenti drop-out tra i 16 e i 18 anni della scuola secondaria CIA (Centro d’Istruzione per l’Adulto e l’Adolescente) “A. Manzoni” del Comune di Milano, che propone due anni in uno, per aiutare studenti che hanno avuto percorsi scolastici travagliati a ritornare a scuola. La sperimentazione svolta nell’ambito dei PCTO (Percorsi per le Competenze Trasversali e per l’Orientamento) prevedeva attività di laboratorio e
progettazione collaborativa di ambienti della scuola poco utilizzati, per promuovere e migliorare motivazione, creatività, STEAM, riflessione metacognitiva attraverso
un’autovalutazione sulle attività, e per orientarsi nel progetto di vita, proponendo
un apprendimento attivo, in cui l’insegnante svolge un ruolo di mentore.
... However, the findings did reinforce what has been widely documented through decades of study. The single most important factor that influences the quality of a child's education in the classroom is the teacher (Hanushek, 2011;Holme et al., 2017;Ingersoll & Merrill, 2017;Rowe, 2003). What impacted the participants' lives in this study had little to do with what their teachers knew. ...
More than 80% of teachers in the United States are White, while less than 50% of students are White (Rotherham & Gold, 2021). Hispanics are the most significantly underrepresented group in the teaching profession (Carver-Thomas & Darling-Hammond, 2019). This phenomenological study aimed to explore the lived experiences of Hispanic teachers in Texas that informed their decision to become an educator. Nine Hispanic teachers who teach in a rural Texas school district participated in this study. Three primary themes emerged: teacher as role model, teacher as encourager, and teacher as cultural representative of career success.
... This rate is particularly high for teachers aged 41-55 years (92%) and decreases for teachers over 55 years (50%). 186 Can apply what is learned in a specific situation 187 Can transfer knowledge 188 Respondents aged 21 to 40 accounted for 25.7% of the total number of respondents, the share of teachers aged 41 to 55 was 44.9%, and the number of respondents aged 56 to 75 was 29.4%. 189 How convincingly do you use the class discussion? 3. The Georgian National Curriculum (2018-2024) views citizenship as the goal to be achieved by all subjects and the pervasive competence of the general education process. ...
The monograph presents the results of a three-year study conducted with the
support of Shota Rustaveli National Science Foundation of Georgia, which is related
to the study of the state of civic education in general education institutions, analysis
of problems and identification of development prospects. The complexity of the study
determines its practical significance for researchers of education and the social sciences
in general, governmental and non-governmental organizations working in the field of
civic education, and the general public interested in the issue.
The monograph consists of thirteen chapters, which discuss the legal basis of
civic education, national and foreign curricula, current scientific research, successful
international practice of civic education, school textbooks. The main part of the
monograph is dedicated to the study of school society members’ competencies, analysis
of factors, that influence on the development of these competencies and the influence of
school society members’ competencies on the development of school culture as a whole
... Their urge to learn and gain new knowledge and sharing that knowledge makes students equipped with the latest learning (Wangberg, 1996). There are strong empirical grounds that passionate teachers make a difference and consistent in high-quality teaching and student learning (Rowe, 2003). ...
Not only intelligence quotient (IQ) makes a good teacher, but also there are other traits required by teachers for effective teaching. This present study aims to identify the effective critical traits of teachers in higher education institutions (HEIs) and intends to outline the framework for effective teaching. Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. In this research, teachers from HEIs have been selected as the respondents to understand the critical traits required for effective teaching. This research found that teachers' passion, self-efficacy, creativity, humour, paralanguage, and immediacy are critical traits for effective teaching. The teaching framework highlights that each critical trait has an impact in the classroom management and students' performance.
... Teachers whose personality is persistent, persevering, reliable, tolerant, determined and enthusiastic can contribute significantly to the academic performance of the students. Research has consistently demonstrated that the classroom-level, specifically what teachers know and what they do in the classroom is more important than the schoollevel at influencing student learning (Hattie, 2003;Kyriakides et al., 2013;Rowe, 2003). ...
The aim of this research was to determine the perceived parental and teacher's involvement and the factors which contribute to the academic performance of Grades 11 and 12 students of Cita Hati Senior High School, Indonesia during the second semester of S.Y. 2019-2020.The participants of the study were 50 International Baccalaureate Diploma Program (IBDP) students. Each of the student respondents took part in an online survey, administered using the Google Docs, an online survey software that provides easy online data collection. Most of the respondents were 17 years, majority were male and had a family income above the poverty line. More than half of the respondents' parents were bachelor's degree holder and were all professionals. In terms of the relationship between the socio-demographic characteristic of the respondents and their academic performance it was revealed that all variables under socio-demographic characteristics of the respondents such as age, sex, parents' educational attainment and family income were statistically insignificant with the academic performance of the respondents. Good study habits were often practiced by the respondents with proper skills and study methods to manage time and other resources to meet the demands of the academic tasks. It was also showed that study habits have found high significant relationship to the respondents' academic performance. Social media exposure was also described as 'often' used by the respondents and was found to have high but negative correlation with the age of the respondents. It has also high significant relationship with respondents' academic performance. Parental school-involvement, participation in class activities, motivation and support to education of their children and attitudes towards use of social media were described as 'often' involved in school as revealed by the respondents. It was also found to have high but negative interrelationship with the age of the respondents and have high significant relationship with respondents' academic performance. Teachers' classroom-involvement had been described as 'often' conduct classroom intervention for parents and the respondents. It was also revealed that it has high significant relationship with the respondents' academic performance. The study recommends that parents should continuously guide and supervise their children on the use of social media specially the female and younger students since they were more interested in social networking and should continue take a lead in supporting their children's educational endeavors since they are the first educators to expose the students to the academic world and continue strong parent-teacher partnership. The teachers should also continue to effectively stimulate and sustain students' interests and enthusiasm to learn, for them to have consistent outstanding academic performance. Therefore, teachers should have regular service trainings and workshops to update their knowledge and pedagogical skills, improve the quality of the teacher workforce and abilities to raise students' academic achievement.
... This has always been a key consideration of parents (Delaney, 2008) and can be understood as a strategy that parents use when they are trying to maximise the educational aspirations that they have for their children. It is known that the quality of teaching has a large influence on students' cognitive, affective, and behavioral outcomes in school (Rowe, 2003), and parents should attend to these factors as being very important. ...
... There are times when it is challenging to be agentic when trust in, and respect for, teachers are eroded by the media and public opinion (OECD, 2018). The irony is that the research has continued to affirm that the teacher has the greatest impact on student learning and performance (Barber & Mourshed, 2007;Darling-Hammond & Rothman, 2011;Hattie, 2003;Rowe, 2003). Darling-Hammond (2000) asserts that the effects of quality teaching on student outcomes are greater than those that arise from students' backgrounds. ...
This article presents an account of a panel on English teacher agency in Australia at the 2020 IFTE conference, held virtually as a result of the COVID-19 pandemic. The article introduces the way the panel chair set up the concerns of the panel, providing relevant background, theoretical framing, and introductions to the panellists and the key questions that panellists were invited to address. The three panellists then contribute written insights from their research and/or practice, and reflections on their participation and the discussions that ensued. Fundamentally, the article explores how teachers might navigate their work if what they hoped to teach is not what they are told to teach, and provides practical suggestions for claiming agency. This is a timely intervention, as teacher agency is increasingly being eroded through a variety of forces. We acknowledge the traditional custodians of the lands where we live and work. We pay our respects to their Elders past, present and emerging and recognise that this discussion of agency takes place in the context of a nation that does not yet recognise its First Peoples in its constitution.
... These realities depend on an individual's socio-economic systems at a given point in time (Bianchi et al. 2021;Dreze and Kingdon 2001;Filmer and Pritchett 2001). Also, the study demonstrated that fundamental issues concerning immigrant children's education go beyond parent's involvement (Green et al. 2007;Chen and Feng 2013), quality of teachers in schools (Rowe 2003), and infrastructure facilities (Reay and Ball 1998). These issues can shatter hopes of achieving any socially acceptable educational outcomes (McKenzie and Rapoport 2006;Robila 2014). ...
The research explores issues surrounding entry into a public school for children of Bengali-speaking supposedly “Bangladeshi immigrant” community in a part of Hindi-speaking India. Using the Grounded Theory approach, we conducted in-depth interviews with multiple stakeholders. We reviewed relevant policies and extant literature to understand the field's emerging narrative. Drawing upon the social constructivist framework to analyse the patterns in the data, we found four categories: (1) Parent’s decision and child’s education, (2) Procedural burden, (3) Child’s fear and emotions, and (4) Teachers’ perceptions and obligations. The findings reveal that accessing public education by immigrant children is more complicated than the structural limitations, parental involvement, teacher’s quality, and infrastructural issues as found in the past research. Importantly, different interpretations of circumstances and convenient adoption of a rationale by various stakeholders led to multiple realities, which eventually impacted children's participation in public school. The study complements the access theory by showing how a socially constructed worldview could enable or disable access to a specific community. The study suggests critical policy implications at the policy executives’ level if an ‘idealistic’ macro-level policy to be fully translated into ground reality.
... The importance of teacher effectiveness, including their personal literacy and numeracy skills and ability to teach these skills, and its impact on students' achievement of learning outcomes is well documented (Darling-Hammond, 2000, Hattie, 2009Rowe, 2003;Shirvani, 2015;Stronge et al., 2011;Tchoshanov et al., 2017). This importance was made prominent in Australia by the Teacher Education Ministerial Advisory Group in 2014, which recommended that the Australian Government mandate teacher education students (TES) to demonstrate achievement of a standard level of personal literacy and numeracy in order to become registered primary and secondary school teachers. ...
In Australia, teacher education students must pass the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) to meet accreditation requirements. Although this has been mandated since 2016, there are currently few resources available for students to use in preparation for the test. To help students prepare for the numeracy component of the LANTITE, we developed an online Numeracy Practice Test (NPT) through the institution’s learning management system. This study assessed the learning analytics from the NPT between students who subsequently passed the numeracy component of the LANTITE with those that failed. Our results show that students who passed performed significantly better in the NPT, had fewer attempts, spent less time on the NPT, and accessed it closer to the date of the LANTITE, which demonstrate students’ ability to self-assess the level of support required.
... Um caminho mais apropriado para o aprimoramento dos professores advém do compromisso com o imperativo moral identificado na seção 1 e de estarem conscientes de que, conforme foi mostrado na seção 2, os docentes podem fazer a diferença. Enquanto as estimativas acerca da magnitudes relativas das diferentes influências na aprendizagem dos alunos estão repletas de dificuldades, e podem variar consideravelmente de cultura em cultura e de um país a outro, agora existe evidência substancial de que o impacto dos efeitos do professor pelo menos rivaliza com o impacto do contexto familiar e das condições socioeconômicas, podendo até mesmo superá-los (Rowe, 2003). Quando os professores executam melhor o seu trabalho, seus estudantes o experienciam mais, são mais saudáveis e contribuem mais com a sociedade. ...
A argumentação deste artigo se baseia em quatro propostas. Em primeiro lugar, fazem-se necessários maiores realizações educacionais tanto para os indivíduos quanto para a sociedade. Em segundo lugar, para conseguir maiores realizações educacionais se requer maior qualidade nos professores. Em terceiro lugar, uma maior qualidade nos professores demanda investir nos professores que já se encontram trabalhando em nossas escolas. Em quarto lugar, esse investimento precisa tomar um formato radicalmente distinto do desenvolvimento profissional que comumente os professores receberam.
... Les travaux récents en éducation révèlent que l'évaluation des établissements scolaires constitue de plus en plus un enjeu important dans plusieurs pays (Dumay, 2004;Lee, 2000; Reynolds, Teddlie, Creemers, Scheerens & Townsend, 2000; Rowe, 2003;Rutter & Maugham, 2002). En effet, Vezeau, Chouinard, Bouffard, Janosz, Bergeron et Bouthillier (2010) expliquent que les divers établissements scolaires se discriminent soit par des facteurs internes aux établissements mêmes (effectifs des classes, qualité des enseignants, matériels didactiques d'appui à la formation…) soit par un ensemble de facteurs externes à l'école (compétences initiales des élèves, niveau d'éducation de leurs parents, niveau socioéconomique, etc.). ...
Cette étude a examiné les relations entre « les effectifs des classes » des établissements privés formant au Brevet de Technicien Supérieur (BTS) en Côte d’Ivoire et l’efficacité desdites structures de formation. En effet, outre les ressources de l’école, de nombreux chercheurs s’intéressent à la problématique de la taille des classes. Toutefois, leurs résultats sont souvent contrastés. Pour collecter les données de l’étude, deux instruments ont été utilisés : un questionnaire-enseignants et chefs d’établissements sur les effets de la diminution du nombre d’étudiants dans les classes et une grille d’observation des établissements au sein de 63 établissements. La technique d'analyse des données est celle des modèles multi-niveaux. Les chercheurs sont parvenus aux résultats qu’avec les filières tertiaires, il existe une certaine homogénéité dans le comportement des établissements et que la contribution des « effectifs réduits des classes » au succès sans redoublement des étudiants est significative. Avec les filières industrielles, l’on note tantôt une certaine homogénéité, tantôt le modèle « effets fixes » dans l’estimation de l’effet « effectif-classe ». Dans tous les cas, l’on retient que « les effectifs des classes » sont essentiels pour l’efficacité des établissements. Aussi, en regard de l’intensité de la relation qui varie plus ou moins selon les filières, la présente étude propose-t-elle aux autorités ministérielles d’imposer non seulement un seuil d’ouverture des classes, mais aussi une architecture des établissements qui permettraient de meilleures conditions de travail.
... There is an increasingly prescribed and narrowed curriculum (Carlson, 2005;Kim E., 2003), the development of curriculum is separated from the school teachers who directly deliver a product and implement plans (Hargreaves, 2001). The rendering and assessment on teachers' effectiveness as governable rather than autonomous (Leaton, 2007;Rowe, 2003). ...
In the context of the fundamental and comprehensive current reform of education in Vietnam, the need of determining the basic theories of education as well as the teaching and learning models has significantly grown. At the beginning of the 21st century, constructivism-based pedagogies have been carried into Vietnamese education through a model entitled Vietnamese Escuela Nueva (VNEN). Accordingly, a profound deployment of the constructivism-based pedagogical reform was required with the aim to establish learners’ competences rather than merely providing knowledge to them as was done in the traditional education. Whereas the competence-based curriculum aligned with the constructivist pedagogy has become a hectic preparation of the education reform in Vietnam, teachers’ beliefs toward the constructivism-based teaching and learning approach have attracted educators’ attentions. This research comprises four studies as follows.The first study is to explore the Vietnamese primary-school teachers’ beliefs regarding self-study textbooks of the VNEN project, in order to determine to what extent the teachers think the textbooks support them to implement the constructivist pedagogies in Vietnamese language instruction. The results revealed inconsistence in the teachers’ beliefs toward roles of the targeted textbooks in directing teaching and learning activities. The mismatches between the VNEN textbooks and their original versions were also explored. Finally, the strengths and shortcomings of contents and physical quality of the textbooks were collected and used as bases for improving their quality.The second study aims at investigating Vietnamese primary teachers’ beliefs on the dialectical constructivist pedagogy that is approved by Vietnamese Ministry of Education and Training (MoET) through the VNEN-based reform. The study found out a tendency of a simplified interpretation, even far difference from the original pedagogical intentions of the dialectical constructivist approaches. In addition, an inconsistence was unfolded between what the teachers thought about the constructivism-based instruction and what they actually implemented in their classroom. The follow-up interviews about the classroom observations provided the reasons and understandings that are responsible for the mismatch between their expressed beliefs and their teaching practices.In the third study, we a step forward in designing a constructivism-aligned instructional model in order to accommodate the dialectical constructivist features into the Vietnamese language instruction. This study focuses on describing the design of a formal model in which core features of dialectical constructivist pedagogies are synthesised with essential aspects of Vietnamese education and culture. The designed model was deployed in six lessons in Reading and used in the following experimental study.Through a fourth study, the feasibility of the dialectical constructivist-aligned model of teaching primary Vietnamese language was validated and evaluated through an experimental study. The teachers’ teaching practices showed meaningful changes for a traditional way of learning to a more dialectical constructivist way. Concurrently, the experiment had a positive impact on the pupils’ reading competences and their high-level thinking. In addition, the teachers’ perceptions about the dialectical constructivist-aligned lessons as well as their proposition for adjusting the designed model were collected. The challenges of the model implementation in Vietnamese culture and education were perceived and discussed by the teachers. Finally, the pupils also showed their positive attitudes toward the designed lessons. This experimental study brought opportunities to improve the constructivist-aligned model and enhance the quality of teaching Vietnamese language at primary education in order to meet the new requirements of the current pedagogical reform in Vietnam.
... The experts also emphasize the importance of teachers' role and position in the learning success of a school. Rowe [10] has emphasized the importance of teacher quality as the main determinant the students' learning experiences and the educational quality that will be achieved. Similarly, Lofland et al [8] states that teachers are one of the dominant factors that influence the students' learning process indirectly. ...
The monograph titled "Interdisciplinary Research in Teaching and Learning: New Perspectives and Approaches," brings together 37 original scientific articles that explore the multifaceted dimensions of education. The contributions span a wide range of topics including innovative teaching methodologies, the integration of technology in learning, competency development, and educational psychology. Each article provides a unique perspective on how interdisciplinary approaches can enhance educational practices and outcomes. The collection aims to bridge theoretical insights with practical applications, offering valuable information for educators, policymakers, and researchers. By addressing contemporary challenges and proposing solutions, this monograph serves as a comprehensive resource for those seeking to understand and improve the complex landscape of modern education. The diverse viewpoints and rigorous research presented herein underscore the importance of collaborative efforts in advancing teaching and learning across various educational contexts.
In recent years, teaching pedagogies have undergone significant transformations as schools become more flexible and innovative. New ways of organising space and furniture are part of this change, facilitating communication, democratising the teaching environment and focusing on student learning that is deep and participatory. Utilising a quasi-experimental design method in one case study school, this chapter discusses the impact of student-centred spatial and furniture configurations on teachers’ pedagogical practices and students’ deep learning. The findings demonstrate how even small changes to spatial and furniture configurations can transform teaching and learning. The chapter concludes with leadership implications to practitioner-led inquiry.
This chapter addresses the dynamics of teaching in the era of climate change education. It equally looked at encounters of mobile schools and teaching and facilities in mobile schools in mitigating climate change. It necessitates that the education researchers engage in inquiry and involvement of other stakeholders. Two methods were used, partial relevant literature review and qualitative assessment of teaching methods. The study targeted policy makers, curriculum and instructional designers, faculty, administrators, teacher educators, and other stakeholders interested in averting the impact of climate change and promoting sustainable development in Kenya and beyond.
Security challenges hinder teachers’ professional-pedagogical, commitment, created by numerous treats to
life and properties seen in kidnapping cases, rape, security lapses, uncertainties, lack of job stability,
environmental hazards, crowdedness of classrooms, lack of infrastructures and equipment, breakdown of
law and order, indiscipline, arm robbery, police brutality, cultism, hostage-taking, disruption of economic,
social, political and educational programs and policies. This paper, therefore submits that teachers’
commitment closely relates to teachers’ pedagogical performance and ability to innovate and integrate new
ideas into practices. Teachers spend much time and effort on school achievement, with commitment
seriously impeded by the numerous security challenges. Some recommendations were therefore offered like
increasing security presence, and installing perimeter walls to discourage free and unsolicited access to the
schools, these walls are to be monitored and visitors should be check-in and out of the gates. Visitors are
also to be issued distinct identification required to be worn. The perimeter fences should contain barriers,
alarm systems, and lighting mostly at night. The environment of the school should be improved upon to
discourage truancy and absenteeism and provide a good drainage system, large classrooms, and functional
facilities/equipment. Damage roofs, windows, floors, and nonfacilities be immediately put in order.
This study explores the relationship between online learning academic behavioural
confidence (OLABC) and online learning trait anxiety (OLTA) during the COVID-19
crisis. The findings reveal that though students from multiple countries have
experienced varied levels of anxiety, such anxiety has correlated positively with their
OLABC. The researchers assume that COVID-19’s deleterious effects on student
online learning confidence have been moderated due to the prevalence of pandemicrelated anxiety. Therefore, such anxiety has become passable and tolerated via
adaptation and therefore should be viewed as “trait” rather than “state” anxiety.
The researchers further believe that the quality of delivery methods is significant
in determining the level of academic behavioural confidence, and hence, incessant
and guided online teaching may produce a productive, effective, and interactive
learning experience and uplift student ABC
Using a panel of 40 developing countries of the world, spanning the period 1997 to 2017, this study examines the role of the teacher in reducing dropouts in primary education. Controlling for the role of socioeconomic and individual characteristics, this study finds that the reduction in class size through recruitment of an extra teacher is more effective in reducing dropouts in developing countries than the provision of organised training of teachers. Alternatively, the result indicates that increase in household income or wealth and parental education significantly reduce dropouts. While government developmental efforts such as alleviation of poverty could be catalytic in reducing dropouts, specific policies that increase parental education are likely to have important implications in reducing dropouts.
This study deals with child rights education (CRE) and content related
competencies emerging from CRE framework that teachers need in order to
ensure rights of the child within the education system. The goal of the
research was to describe to what extent primary school teachers demonstrate
CRE knowledge, skills of applying that knowledge in school context and the
attitudes that support CRE. The survey included 930 teachers, using a
questionnaire that examined their CRE knowledge, knowledge
application/skills, and their attitudes/values about CRE. The results of the
survey revealed that, among teachers, there is an insufficient level of
knowledge and skills that are crucial to ensure respect and exercise of the
rights of the child within the education system, and that they exhibit
attitudes that point to misunderstanding of the meaning and significance
behind certain child rights and the Convention as whole.
Without mincing words, insecurity is tearing Nigeria apart gradually, destroying every sector including the education and retarding growth and development. Without quality education which must be established on the foundations of peace, safe and secured environment, not much can be achieved positively. An important level of education is the secondary which guarantees literacy and training of manpower for employment while acting as a bridge between the primary and tertiary levels of education. This level is seriously being bastardised through insecurity: students and teachers killed, kidnapped, girls married out and raped, facilities destroyed among others. the paper is worried about this situation. Without losing focus of what the government can do at themacro level, the paper highlights some tips which secondary schools initiate at the micro level to reduce the spate of insecurity in schools with recommendations following similar trends. Some of these include the establishment of safety practices, effective surveillance, installation of CCTV cameras in schools, display of good attitude by teachers to guard against bullying by students,among others
The heightened ignominious security challenges that characterize the Nigeria as a nation at present, namely terrorism, kidnapping and the activities of the herdsmen have almost put the country on the world map of terrorism. This is unimaginable in the most populous black nation of the world blessed with abundant human and material resources. Concerned by this ugly situation, the paper assessed the security challenges and the consequences of this pathetic situation on the educational system bringing out the unfortunate destruction of schools and educational materials and infrastructure. More worrisome to the paper was the killing and kidnapping of the manpower and
students that would be future leaders. The paper was able to discover the sources of the security challenges which formed the core of the implications for educational planning. Some of the topics for inclusion in the curricula are religious and civic education (which must be built around the major religions in the country and made compulsory), peace and security education, love and unity among others. Some of the recommendations include equipping all security agencies with necessary apparatuses to guarantee peace, formulation of appropriate laws by the National Assembly to curb the activities of the herdsmen, the introduction of peace, security and entrepreneurship education into school curricula and useful economic policies to reduce unemployment in the long-run as well as the re-invigoration of the National Youth Service Corp Scheme
abstract
This research study was conducted to investigate the quality
of science text books at secondary level. This study
specifically emphasize to measure the quality of Biology text
book at 9th & 10th grade in Quetta city in Baluchistan. Main
objectives of this research study were to analyze the
alignment between National curriculum for biology and
biology text books. Baluchistan board and difficulties
regarding content clarity, comprehensiveness & organization
of subject matter, scientific reasoning skills and illustrations.
Research questions were, what is the degree of alignment
between Science text books and national objectives? What is
the connection among course content, its language and
illustrations to support content? How Biology text books
assist to develop science process skills among science
students? Mixed method approach was used for in-depth
investigation of course content. Review of national document
of science curriculum, survey questionnaire and focus group
discussion conducted for this purpose. The results of this
research study highlighted issues as this text book is very
lengthy and written in long text style and show little
connection among illustrations and subject matter. That’s
why students felt difficulty to identify and understand the
main concepts. Moreover these text books show medium level
alignment with national curriculum.
Key Words: Quality, Science Text Book, Biology, Secondary Level, Content Analysis.
This study, drawing on the Turkey data from TALIS 2018, examines the teachers’ need for professional development and their perceived barriers to professional development. It provides insights into the differences in teachers’ perceptions according to gender, seniority, and school level variables. Concerning professional development, female teachers reported higher needs for student behaviors and classroom management while male teachers noted significantly higher needs for pedagogical competencies in teaching the subject field and knowledge of the curriculum. The results show that all teachers have higher level need for teaching in multicultural and multilingual setting. However, new teachers have indicated significantly higher needs than veteran teachers. Lack of employer support and irrelevant professional development activities are noted as two higher level barriers preventing teachers attain professional development. The barriers to professional development, except one, are denoted significantly higher by novice teachers. The lack of time due to family responsibilities is indicated significantly higher by veteran teachers. It is observed that school level causes significant differences in teachers' professional development needs for subject matter and pedagogy and their perceived barriers. Relying on the results, the research provides implications for professional development providers to maximize the effectiveness of professional development of teachers.
The global call for teacher quality improvement and numerous accounts of resistance to education reform at all levels of the education system brings to the forefront the tension between rhetoric and reality. This case study reports on a failed innovation attempt, which was based on the need for a signature pedagogy in Australian teacher education that better prepares beginning teachers for the demands of flexible, student-centred learning design. To assist teacher education students’ development of deep learning engagement, which is a pre-condition for the acquisition of 21st century knowledge, skills and learning attitudes, we need to better understand resistance behaviour. The reported reserach illustrates how the learning-centric teaching design was unable to engage ‘consumer students’ in deep learning experiences due to heightened negative emotion experienced by a great number of students. The provision of this illustrative practical example of innovation failure has the potential to make apparent how students’ ‘out-of-comfort-zone’ behaviour and resistance to change from transmission education practices to social constructivist approaches will need to be managed. Key words: 21st century learning goals, inquiry-based learning, student resistance.
Facilitating the development of employable graduates is an important part of initial teacher education (ITE) courses globally. School administrators seek to employ high quality teachers who will contribute positively to student learning and the school community. The perception of a candidate’s level of employability in a job interview though, will influence the outcome of their application significantly. ITE graduates should therefore endeavour to be interview ready as this is a crucial step towards being employed. We investigated the impact that a student-led artistic project had on the development of Australian ITE music teachers’ interview readiness and employability. Data were collected via three focus groups and one semi-structured individual interview. The data indicated that the artistic project experience contributed positively to the development of relevant skills and understandings which supported participants’ interview readiness and employability. Two major themes emerged- the authenticity of the artistic project and the transferability of the skills and understandings learned into an imagined or current school context, including the job interview process. The findings suggest that ITE music courses should include more authentic experiences to develop their students’ professional ‘soft’ skills and interview readiness. This will support their preparation for the employment process and their professional duties.
The evaluation of teacher practice and performance has become one of the central issues in education policy debates in many countries. It is clear that teacher evaluation systems face very important conceptual, technical, and practical challenges in defining, operationalizing, and measuring the key aspects of a construct as complex as teaching practice. The challenges become particularly salient when education systems consider using the indicators produced to support instructional improvement processes, and formative and summative evaluation of individual teachers. Contemporary measurement models establish that the object of validation is not the instruments or indicators, but the judgments or inferences derived from them, and that this requires different types of evidence from a variety of sources. This chapter examines the validity of inferences about teacher performance in teacher evaluation systems that involve multiple indicators. We consider the different purposes of teacher evaluation systems, the operationalization of key constructs, the instruments used to measure these constructs, relevant models of psychometric reliability and validity, and finally the implications of all these factors for the design and operation of systems and policies directed at improving teaching practice.
This study aimed to ascertain the function of quality assurance in facilitating desired school outcomes with the University of Science and Technology of Southern Philippines as the unit of analysis. Using the outcomes-based approach to assessment, the data were gathered from 230 graduates and 12 administrators through survey questionnaires. Secondary data were also used such as the institution"s annual accomplishment reports, quality assurance reports, and audit reports, among others. The findings revealed that the university has greatly contributed to the socioeconomic and innovative development of the region. This is in terms of program outcomes as evidenced by its research and technology products, graduates serving in the government and industry, and the centers created that cater to the needs of the industry and community. Its quality assurance arrangements are considered as the facilitating factors of bringing out the program outcomes. From the hard evidence, significant factors include management, enabling features, quality instruction, particularly the design-thinking process, professional exposure, research and creative works. However, based on the assessment of the respondents, the university has to strengthen the implementation of its quality assurance arrangements to ensure its effectiveness. This is with regard to the upgrading of laboratories and more professional exposure for faculty and students. This study concludes that when quality assurance arrangements are in sync with the institution"s vision, mission, and goals, it becomes a significant enabler of attaining desired school outcomes.
This article asks: what is masculinity about? Various theories are offered, including feminist and non-feminist approaches.Some historical issues are raised, notably the pattern of men who were expected to perform, protect and provide for loved ones. The decline of male-heavy manufacturing industries is discussed, with its implications for working-class jobs. The Boys and Sport Project is then outlined.Boys were asked: what does it mean to be a boy? What are attitudes to school, and to sport? Some solutions are offered, including asking teachers to widen their concepts of masculinity. The apparent simplicity of masculinity is contradicted by the realities that come out interviews with boys from a wide spectrum of schools.
Over the last 20 years the gender issues that have shaped thinking and practice in schools have changed dramatically. Today, differences in boys' and girls' performance patterns are a matter of national concern. The first part of this review provides a statistical summary of the evidence on the gender gap, highlighting how it has changed in relation to patterns of subject choice and academic performance. It shows the similarities as well as the differences in male and female achievement. Research on the curriculum and various forms of assessment offer partial explanations for differences in performance of boys and girls. The ways in which pupils are grouped and their work is assessed, the teaching styles they experience, and the way teachers reward and discipline them can all affect the size and nature of the gender gap. The review also indicates that cultural influences and economic and social changes in society can have a considerable effect on how male and female pupils respond to schooling, and their relationship with teachers and peers. different sub-groups of boys and girls are affected in different ways - often reflecting the influence of class and ethnicity. the final section of the report reviews strategies that schools have used in the past and strategies they are currently developing to improve the performance of boys and girls. The overwhelming message from research is that there are no simple explanations for gender differences in performance; in any one context several factors are likely to have an influence.
Research suggests that the social organization of schools has an important impact on both teachers and students. Using hierarchical linear modeling techniques, the authors explore the links between school organization and the self-efficacy and job satisfaction of secondary school teachers. They also investigate the relationship between a teacher's sense of control over classroom practice and self-efficacy. Drawn from the Administrator and Teacher Survey from High School and Beyond, the sample includes 8,488 full-time teachers in 354 Catholic and public high schools. Such elements as principal leadership, communal school organization, an orderly environment, and average levels of control granted to teachers influence average efficacy. Higher levels of efficacy in Catholic than in public schools are explained by organizational differences.
The purpose of this comment is to respond to V. E. Lee and A. S. Bryk (see record 1990-15732-001). Using data from the High School and Beyond (HSB) study, Lee and Bryk (see record 1987-02510-001) compared Catholic single-sex and coeducational high schools. I (H. W. Marsh; see record 1989-31064-001) reviewed the Lee and Bryk (1986) study along with other relevant research and reanalyzed the HSB data, taking into account criticisms of the Lee and Bryk study. Lee and Bryk (1989) addressed some of my concerns, but did not adequately address important criticisms of their study that are outlined briefly here. On the basis of these studies, I conclude that changes in a wide variety of outcome variables are nearly unaffected by school type during this critical sophomore-to-senior period and that this lack of single-sex/coeducation difference is consistent for boys and for girls.
The final session of the Scientific Retreat on ADHD held by the CEDP at The University of Melbourne on September 1, 1995 was a roundtable discussion aimedat arriving at a consensus statement on issues related to ADHD in Australia. Dr Russell Barkley actedas devil's advocate and facilitator. Discussion was lively and wide ranging, but agreement was not always easy to achieve. Discussion topics ranged across its legitimate status as a disorder, its comorbid risks, its genetic and environmental aetiology, its prevalence and associated gender criteria, its multiprofessional diagnosis and psychological and behavioural assessment, treatment efficacy, andimportant Australian issues still to be addressed. Some major areas of agreement between the delegates, emerging trends, and foci of further investigation have been synthesised from a transcript of the final session.
Chronic illness, such as Chronic Fatigue Syndrome, has a major impact on the sociol, emotional, and educational well-being of the young people affected by it. Many students are either absent from school for prolonged periods or able to attend for only a few classes each week. Students have identified the importance of educational strategies in the management of their illness. If the school or educational setting is functioning appropriately, then social, emotional, developmental, and academic issues associated with chronic illness gradually resolve. A program developed in conjunction with the Victorian Visiting Teacher Service is described. Strategies used to assist housebound students, their carers, teaching staff, and students who are gradually returning to school are outlined.
The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. Michael Smith and Jeff Wilhelm worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned. The authors' data-driven findings explain why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways.
This chapter discusses an empirical basis for a theory of educational effectiveness. Most of the time improving education at classroom level starts with a teacher making a decision about grouping procedures and the choice and the use of curricular materials. This is where effective instruction at classroom level starts. Effective instruction cannot develop from scratch in an empty space. Effective instruction starts with teachers in classrooms. This refers to two important implications: (1) teachers as a central factor have to make a lot of decisions at classroom level: about goals, the allocation of time to—groups of or individual—students, use of material, their own instructional, and management behavior during the instructional process. However, the complexity of the instructional process as it appears in the analyses requires a serious planning, in which consistency can be systematically developed. (2) To guide the planning of the instructional process by teachers and the development of effective arrangements, central guiding ideas are of crucial importance. These can be found, next to the goals of education, in theories and research about learning and teaching, and in theories and research about quality and effectiveness of instruction.
This chapter discusses the advances in research strategy with material on the integration of school and classroom effects. Schools that are unusually effective are presumably characterized by classroom practices that are also unusually effective, yet the neglect of teachers' classroom actions and behavior has been notable. The chapter also discusses the historic separation of teacher and school effects studies that has been partially responsible for this state of affairs and the studies that show the promise of an approach that has nested classrooms interacting with schools and identifies the research needs on teacher selection studies, teacher support mechanisms, and research into the management of the instructional level by the school level that would deliver the importance of this newly emerging field. The commonality for the investigations is their study of teacher effects data within the context of school effectiveness research studies. All of these studies revealed consistent mean and standard deviation differences among schools classified as effective or ineffective.
This chapter describes one model of elementary school effects. It is based on four phases of the Louisiana School Effectiveness Study; the writings of many thoughtful researchers in this field; the psychometric advances described by Raudenbush and Bryk and others; and the theoretical work by Carroll and Slavin. The model might be thought of as a first approximation. Burstein, Willett, Raudenbush and Bryk, Rogosa, and others have been helpful in defining the necessary characteristics of a testable model of school effects. These characteristics include: (1) a model first must explain individual student gains, then aggregate upward; (2) a model must specify the relationships among variables contributing to those gains; and (3) a model must be capable of being measured with reasonable accuracy over at least three points in time and must be capable of being analyzed at the appropriate levels, for example, student, teacher, and school.
This chapter focuses on the measurement of the classroom level. It describes the problems with classroom observation instruments/systems used in the research on effective teaching and presents some solutions to those limitations. The chapter also describes the kinds of classroom observation instruments that have been used in recent studies on effective schools, citing both their strengths and limitations. It presents the challenges related to the development of classroom observation instruments for an international study of school effects that includes classroom processes in the design. It proposes a classroom observation system based on both the effective teaching and effective schools research. The instrument attends to these challenges involved in conducting observations in an international school effectiveness study. The chapter discusses the problems that are involved in developing observational instruments appropriate for internationally comparative studies, where there are very large variations by context in the meaning attributable to behavior and in the simple practical problems of translating and back translating items.
This chapter presents the history, value, and purpose of school effectiveness studies. There is a growing number of studies that address conceptual and theoretical questions concerning school effectiveness, for instance, in proposing integrated models for school and instructional effectiveness. There is a growing interest in ways to improve schools based on the results of school effectiveness research. The chapter presents the historical origins of what is commonly referred to as the school effectiveness movement, arising as it did out of dissatisfaction with the schools make no difference thesis of Coleman, Jencks, and many others. The five factor theory that originated in the earliest American research came under severe criticism and out of these criticisms has come an appreciation of a more complex theory that incorporates multiple levels classroom, school, nation, that is sensitive to the effects of different social and cultural contexts, which recognizes the need to link levels together conceptually and empirically, and which centers on the ways in which the instruction of students and their learning are affected by these multiple influences.
This chapter reviews the literature on school effectiveness from virtually all the countries in the world where research has been conducted to assess the state of the art of the discipline across the world. It conveys a sense of the historical background to school effectiveness research in various countries and a sense also of the reasons why the countries differ so much in the quantity and the quality of their knowledge bases. The chapter discusses the lessons from the various countries in terms of their contribution to research practice and general conceptualizations of the way to practice school effectiveness research. It also discusses the ways in which the field of school effectiveness might usefully develop in the future, based on an appreciation in different countries of the value of research approaches that reflect best practice as identified internationally. The chapter presents a survey of school effectiveness research in Canada and reviews the countries of Hong Kong, Norway, Australasia, Taiwan, the Netherlands, the United States, and the Great Britain.
The report of the National Commission on Teaching and America's Future offers a blueprint for recruiting, preparing, supporting, and rewarding excellent educators in all of America's schools, according to Ms. Darling-Hammond. For the details, read on.
The Australian population is screened for dependence of ILO88 click-evoked otoacoustic emission parameters upon age. A third parameter Coherent Emission Strength (CES, LePage and Murray, Aust. J. Audiol. 15, 9-22, 1993) provides a more comprehensive single parameter estimation of age dependence than the correlation coefficient or the emission sound level, because it provides more immunity from background noise. The trend in the mean value of CES is a decrease as a function of age, apart from a plateau from ages 15 through 45. Reasons for the plateau are considered including the possibility that teenagers and young adults are exhibiting accelerated aging of the ear. The technique may have application to hearing loss prevention by virtue of being able to assign any ear a place on the CES versus age characteristic.
A simple model to measure the effects of innovation and schooling is proposed. Using a synthesis of 134 meta-analyses, it is demonstrated that educational innovations can be expected to change average achievement outcomes by.4 standard deviations and affective outcomes by.2 standard deviations. The implications of this model are discussed and the major critical determinants of effective education relate to factors under the control of teachers and students rather than to home, curricula or administrative effects.
The purposes of the present investigation were (a) to compare the effects of single-sex and coed high schools on achievements, attitudes and behaviors and (b) to determine whether attending single-sex schools affected well-established sex differences in these variables. Subjects were 2,332 Catholic high school students attending one of 47 single-sex or 33 coed schools included in the nationally representative High School and Beyond (HSB) study. The effects of school type, sex, and their interaction on senior year outcomes and postsecondary activities were examined after controlling for variables measured during the sophomore year. Changes in a wide variety of outcomes during this critical sophomore-to-senior period were nearly unaffected by school type. Changes in many of these outcomes were related to sex, but these sex differences were also nearly unaffected by school type. Interpretations of this study contradict those of earlier studies that were also based on large nationally representative data bases, but the differences were apparently explicable in terms of methodological problems identified in the earlier studies.
This article covers both the historical and modern developments in structural equation modeling. The material is divided into what can be referred to as the ‘first generation’ and the ‘second generation’ of structural equation modeling. Topics discussed under the first generation include the history of structural equation modeling estimation, testing, and assessment of assumptions. Topics covered in the second generation include multilevel structural equation modeling and latent variable growth curve modeling.
This paper develops a theoretical context with which to understand the evidence on effective schools. I begin by specifying a central problem in the operation of inner-city schools--that good teachers are difficult to recruit and almost impossible to retain because the rewards of teaching do not outweigh the frustrations. Exceptions to this are identified in effective schools--schools that are distinctive in important ways. Principals of effective schools have a unitary mission of improved student learning, and their actions convey certainty that these goals can be attained. Such actions include recruiting outstanding teachers who have goals similar to their own and to those of other staff, organizationally buffering teachers to ensure that their efforts are directed toward raising student achievement, monitoring the academic progress teachers make, supplying additional technical assistance to needy teachers, and providing--mostly in concert with teaching colleagues--the opportunities to establish strategies to achieve instructional goals. Because the work of these principals pivots around improving student achievement, teachers have specific, concrete goals toward which to direct their efforts and know precisely when those efforts produce the desired effects. They are further encouraged by a supportive collegial group that lends ideas and assistance where needed. In turn, by achieving goals of student learning, teachers are provided with necessary motivation to continue to produce. The more teachers succeed with students, the greater their certainty that it is possible to succeed and the greater their experimentation procuring success.
This study contends that the alienation of teachers in high schools can be reduced through improvements in school organization. Using the High School and Beyond Administrator/Teacher Survey, the study explored the impact of 10 organizational features on efficacy, community, and expectations in 353 public high schools. When school size, urban location, the students' ability at entry, and the percentage of disadvantaged and minority students were controlled, school organizational features had a major influence on all three teacher-climate variables. The most powerful organizational effects were students' orderly behavior, the encouragement of innovation, teachers' knowledge of one another's courses, the responsiveness of administrators, and teachers' helping one another. Direct causality cannot be inferred, but the results suggest the potential of changing organizational features in high schools for reducing the alienation of teachers.
Recent UK government policy implementing new systems of evaluation and accountability have highlighted the use of performance data to inform judgements about secondary schools and stimulate school improvement. However, these developments have been informed by a relatively small number of research studies addressing the methodology of measuring school effectiveness, and often employing limited or incomplete datasets. This paper reports the findings of an Economic Social Research Council (ESRC) funded study that employs 6 extensive and detailed regional datasets (drawn from Lancashire, London, Jersey, Scotland, the Netherlands and England as a whole). The study aims to provide new evidence to assist school staff, policy-makers and academics in understanding the multi-faceted nature of school effectiveness and the need to evaluate school performance in detail. The objectives were to investigate 1) the optimal models for measuring secondary school effectiveness across a range of outcomes in the UK and abroad; 2) the extent of regional differences in the results; 3) the definition of the underlying dimension(s) of school effectiveness across different regional and policy contexts. The findings show that at least 4 dimensions of secondary school effectiveness can be defined, specifically in terms of different outcomes, pupil groups, pupil cohorts and curriculum stages. In addition regional differences appear to exist in the size and impact of school effects, and these are mirrored by differences in regional context in terms of pupil selection. In conclusion it is argued that effectiveness at different levels of the education system (e.g., individual pupils; departments; whole school; region and nationally), as well as interactions between levels, needs to be continually monitored in order to map out the boundaries of school effectiveness and how these change over time. The findings are discussed in relation to developing a value added framework for school evaluation in the UK.
Information retrieval is continuously being challenged by the fast increasing size of document collections. The Internet is a special example of this. Search engines have difficulties in keeping up with the growth. Moreover, for good information retrieval ...
THIS paper briefly outlines the dilemma confronting assessment and certification authorities in ensuring comparability of end-of-school assessments and proceeds to outline approaches adopted in Victoria following the introduction of the Victorian Certificate of Education (VCE). In particular, a description is provided of a new system for maximising comparability of school-based assessments which was implemented for the first time in 1994. This system made use of a reference test (the General Achievement Test) to check on the reasonableness of schools' assessments and to identify those schools with unexpected results. If schools' assessments were within a specified tolerance band, the schools' assessments were automatically confirmed. If they fell outside the tolerance band, the schools' assessments were subject to re-marking by two external reviewers. This re-marking in turn led to a decision either to confirm or adjust schools' assessments. The paper concludes with some preliminary observations on the outcomes of implementing the new system.
In explanatory research, as opposed to exploratory research, data analysis is meant to shed light on substantive theory. The potential for accomplishing this goal is predicated, among other things, on the use of statistical models that are commensurate with the theoretical model specifications to which they are applied. This paper discusses the commensurability conditions applying to the general linear model (GLM) and examines some of the more serious limitations entailed by the widespread and often uncritical use of the GLM, particularly in exploratory educational and psychosocial ex post facto research. By an examination of the statistical properties of the GLM and the use of illustrative examples from a recent and well-known work in educational research, it is argued that, even in the context of explanatory research, where the conditions for statistical and theoretical model commensurability are most likely to hold, the GLM has notable weaknesses and limitations.
This study examines the effects of attending higher-ability high schools on students' academic self-concept, and demonstrates a multilevel modelling approach for evaluating school effects on individual students. Equally able students in higher-ability schools had lower academic self-concepts than those in lower-ability schools, and this effect generalised across a nationally representative sample of 1628 students drawn from 87 high schools. Although the effects were negative for students of all ability levels, the effects were slightly smaller for the most able students and the least able students (a linear school-average ability by quadratic individual student ability interaction). A multilevel analysis of the data provided stronger support for the robustness of this effect than procedures used previously.
There has been a growing awareness among educational researchers of the consequences of using data-analytic models that fail to account for the inherent clustered or hierarchical sampling structure of the data typically obtained. Such clustering poses special analytic problems related to levels of analysis, aggregation bias, heterogeneity of regression and parameter mis-estimation, with important implications for the correct interpretation of effects. This paper compares the results obtained from fitting single-level and multilevel models to two hierarchically structured data sets designed to explain variation in student achievement. Emphasis is given to the crucial importance of fitting models commensurate with the sampling structure of the data to which they are applied.
School effects are dynamic effects which occur within multilevel, hierarchical organizational structures. Their dynamic character is essential both because school effects modify children's growth and because the schools that produce them are changing. Their multilevel, hierarchical character is crucial because such effects occur only when policies and practices implemented at the school level affect learning measured at the pupil level. Nevertheless, quantitative research on the effects of schools has rarely reflected these two key characteristics. Because of recent advances in statistical methods, however, it is now possible to combine longitudinal and multilevel designs in ways that prove extremely revealing about the importance and stability of school effects. This chapter presents two examples from recent research which illustrate the potential for new insights from such studies.
This article reviews the findings and outcomes of the Senate Employment, Education and Training References Committee report 'A Class Act: Inquiry into the Status of the Teaching Profession', considering issues in teacher certification and standards, and the need for a national professional body for teachers.
This study was designed to investigate systematically how Australian schools provide for the social development of young people. The report presents a picture of the responses of young Australians to questions about how importantly they regard issues concerned with relating to others, community well-being, social rules and conventions, how interested they are in continued learning, their self confidence and their sense of optimism for the future.