The stability of teacher performance in the same course over time

Traditional reliability studies report the stability of teaching performance, as measured by student course/instructor evaluations, as ranging from .40 to .90, depending upon the study. Recently, generalizability theory has been applied to these rating data to more specifically pinpoint sources of error in student course evaluations. The purpose of the present study is to (1) familiarize the reader with some of the work that has been done with student rating data using generalizability theory and (2) to illustrate the use of the theory on a problem that in the past has been examined using traditional reliability estimates. Specifically, the paper addresses the stability of teacher performance across time in the same course.     

A longitudinal study on the stability over time of school and teacher effects on student outcomes

This paper reviews educational effectiveness theory, concentrating on the time stability of the teacher and school effect. The contribution of longitudinal studies investigating the long‐term effect of schools and teachers to modelling educational effectiveness is discussed. Findings of a longitudinal study on the progress of students (N=1681) in mathematics during their first four years at the primary school are presented. Results of this study reveal that traditional approaches of measuring educational effectiveness tend to overestimate the short‐term effects of teachers and student background factors and underestimate the long‐term effects of teachers and schools. Implications of findings for the theory of educational effectiveness and especially for the concepts of teacher and school effects and their stability are drawn. Finally, suggestions for establishing evaluation mechanisms to improve practice are provided.     

The effects of teacher support,parental monitoring,motivation and self-efficacy on academic performance over time

European Journal of Psychology of Education - This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the...     

中小学音乐教师:新课程实施的调适

音乐基础课程改革对中小学音乐教师提出了全新的要求。本文从教师理念的更新、教师自身知识技能的调适、教学模式的转换三方面，论述了中小学音乐教师在新课程实施过程中应进行的调整与适应。     

美国80年代以来教师教育发展政策述评

课堂教学质量是教育质量的核心,课堂教学质量的改善与提升关系着高质量教育体系的建成。对话国际上具有典型性与代表性的课堂教学评价框架并从中汲取高质量的核心元素,是中国特色课堂教学评价体系展现国际视野的关键举措。美国教育考试服务中心丹尼森(Danielson)教授研发的Framework for Teaching(FFT)课堂教学评价框架关注课堂教学的过程性质量,秉持高阶性思维、建构性学习、目的性活动和专业性指导的高质量课堂教学理念,涉及4大模块、22个评估要点以及相应的质量观测点,从评价对象与评价方式两个维度跨越时空全面搜集资料并对教师教学工作作出价值判断,旨在通过向教师提供反馈和推动专业发展而引导教师为质量而教,实现教学的背景、投入、过程质量和学生学业成就质量的多维提升。深入研究与反思在理念和内容等方面具有明显优势的FFT课堂教学评价框架,启示中国应在自由和规则、过程和结果的动态和谐关系中,以创设学习文化、促进深度学习为核心,构建具有全球视野的新时代中国特色高质量课堂教学体系,并基于此研发相应的课堂教学质量评价体系和监测工具,构建实现高质量课堂教学的教师教育质量指标体系,促进教育高质量发展。     

关于高等师范院校音乐系钢琴课学分制的设想

随着高等教育改革的不断深化，高师音乐 系钢琴课的改革势在必行。为了实现高师音乐系钢琴专业学生的培养目标、规范钢琴教学的内容、改进现行教学中的弊端，高师音乐系钢琴课学分制的设置确有必要。学分制的实行可改变目前高师音乐系钢琴教学中的无序、随意状态和教学质量参差不齐等不利于音乐教育发展的积弊。     

Can any good come out of researching in science education and being a science teacher at the same time?

Recent experience has demonstrated that for an aged researcher, teaching secondary school science at a selective high school while committed to carrying out research in science education is riddled with difficulties. With respect to the research, problems ranged from there being too much time required to establish one's credentials as a teacher, to too much research being too easily suggested and undertaken. With respect to the teaching, among other things, it was too time-consuming, there were too many other duties to perform and other teachers became too involved in one's own interests. To make matters worse, there were too many students, they were too varied, too interesting and the relationship with them became too rewarding. A thoroughly disturbing state of affairs. Specialisations: chemical education, history and philosophy of science, laboratory work, student conceptualisations.     

Verbal reasoning test scores and their stability over time

As part of an extended study into school assessment practices the use of verbal reasoning tests and their possible contribution to measuring pupil progress is being investigated. One phase of the study has involved testing the stability of individual verbal reasoning scores over time. The findings of this phase are presented here and located within the broader context of intelligence testing. The discussion concludes with a number of questions relating to the use of pupils’ academic achievements as appropriate measures of school success. The ongoing work considers how pupil success could be measured fairly, taking into account individual pupil differences, including both genetic and socio-economic factors. The work being developed has potential for both formative and summative assessment procedures and also as a tool for reporting the achievements of individual pupils and educational establishments. The full work will be published in due course.     

高师公共教育学教师的角色探析

高师公共教育学由于其学科性质和教学目标的特殊性,导致其教师角色定位的特殊性。本文认为高师公共教育学教师的角色定位应当是:学生未来角色意识的激发者;教育理论的学术探究者;公共教育学课程的建构者;学生实践能力的开发者。     

The course planning and monitoring activities of a university teacher

A de-briefing techique was used to conduct weekly interviews with a university teacher in order to collect information on course planning and monitoring activities. A content analysis of the data showed that most attention was given to talking about students, teaching methods and role, and the process and content of class meetings. The variations in the content of the interviews are discussed in terms of the interaction between the concerns of the teacher and the progress of the course. Applications of the methodology to staff development and further research are outlined.     

教师教育课程的变革历程与制度建设

那些被认为是教师必需的知识、技能以一种序列式的课程结构置于教师教育机构之中。为确保这些课程培养教师的有效性,课程认可(鉴定制度)得以发展。教师教育课程及其认可(鉴定)可以选择一种基于协商的课程建设的模式,以更好地适应教师的专业发展。     

高师院校课程体系的设计实施与管理评价

高师课程标准应是一个动态平衡的体系，其设计的实施策略、管理目标、评价体系，是实现高师教学策略（运筹机制）、目标体系（管理规律）、人才规格（培养目标）的有效措施，也是高师教学水平、教学质量和教育人才培养质量的有力保证。     

From pre-service to practicing teacher: considering the stability of personal and classroom mastery and performance goals

Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service teachers (n?=?47) into practise and assessed changes in self-reported personal and classroom goals using surveys and focus groups. Correlations, repeated measures analysis of covariance and reliable change indices were used to assess stability/change in the quantitative data. Qualitative data were analysed for themes and largely supported the quantitative results. The results showed that teachers were at least as personally oriented towards mastery-approach in their practice as they were during their pre-service education but less personally performance focused. In terms of classroom goals, performance practices increased whereas mastery practices decreased, particularly for secondary school teachers. Although practicing teachers are personally mastery-oriented in their teaching, their intentions to establish classroom mastery goals appear difficult to enact in practice.     

《教师口语》课程在教师教育专业化中的重要作用 --《教师口语》课程的建设与改革

教师教育专业化是目前教育界普遍认同的观点,是我国高等师范院校发展的必由之路。《教师口语》课程对教师教育专业化起着重要的作用。加强《教师口语》的课程建设与改革对教师教育专业化的实现具有重要意义。     

How large is the course effect? A note on Romney's course effect vs. teacher effect on students' ratings of teacher competence

Romney (1977) presented data from which he concluded that within student ratings of college instruction, the course that an instructor teaches is as important a determiner of resulting ratings as the instructor himself. Reanalysis of his data indicates that the course effect is actually quite small, a result that is consistent with earlier studies.     

The Pre-Professional Skills Test: How it affects teacher aspirants and predicts performance in teacher preparation programs

In Arizona, students must pass the Pre-Professional Skills Test (PPST) prior to admission to a teacher preparation program. This study first summarized all Arizona PPST data from 1985 to 1989; the second phase then analyzed the effectiveness of PPST scores in predicting students' subsequent performance in teacher preparation programs. The most notable result was that in those five years, 51% of Arizona minority students failed the PPST compared to 21% of whites. The study revealed inconclusive correlations between PPST scores and three criterion measures of educational performance. This may be important because the preliminary phase showed that the PPST has blocked minority students from entering teacher preparation programs.