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Book part
Publication date: 18 July 2007

Kimberly A. McDuffie, Thomas E. Scruggs and Margo A. Mastropieri

Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed. Studies have included…

Abstract

Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed. Studies have included significant diversity in grade level, geographical location, setting, and took place in three different countries. Overall, teachers and administrators reported a high degree of satisfaction with co-teaching. However, a number of needs were also addressed, including administrative support, appropriate caseloads, planning time, student skill level, and co-teacher compatibility. Implications for research and practice are discussed.

Details

International Perspectives
Type: Book
ISBN: 978-1-84950-503-1

Article
Publication date: 6 March 2017

Ismail Hussein Amzat

The purpose of this paper is to create a key performance indicator (KPI) that can be used as the benchmark tool for teaching performance and practices of both excellent teachers…

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Abstract

Purpose

The purpose of this paper is to create a key performance indicator (KPI) that can be used as the benchmark tool for teaching performance and practices of both excellent teachers (ETs) and non-ETs and to investigate the possible interrelationships between the five thinking domains (teachers’ teaching philosophy, teaching objective, pedagogical content knowledge, teachers’ expectations and management style).

Design/methodology/approach

This study uses a quantitative approach with a sample of 306 ETs from eight states including the Federal Territory. Exploratory factor analysis was used to validate the instrument and confirmatory factor analysis for model fit.

Findings

The findings showed that an excellent classroom management style was the most significant domain for KPI with the highest factor loading, followed by ETs’ teaching philosophy and objectives. It revealed that there was no significant relationship between ETs’ expectations and their classroom management style and that the relationships between the other domains were weak.

Originality/value

With this research creating a KPI model for excellent teaching practices, it is suggested that an in-depth review should be conducted concerning the standardization of the classroom management and the national teaching objectives in Malaysia. Perhaps representatives from the Ministry of Education and the school principals could go into the field to determine whether the excellent and non-ETs are fulfilling the national education objectives and meeting the expectations. This could lead to setting KPIs for achieving teaching objectives among the ETs.

Details

International Journal of Productivity and Performance Management, vol. 66 no. 3
Type: Research Article
ISSN: 1741-0401

Keywords

Article
Publication date: 8 December 2022

Mehmet Şükrü Bellibaş

In 2014, Turkish policymakers implemented a policy change in the school inspection system that encouraged school principals to conduct classroom observations and provide feedback…

Abstract

Purpose

In 2014, Turkish policymakers implemented a policy change in the school inspection system that encouraged school principals to conduct classroom observations and provide feedback to teachers as a means to improve teaching. However, the question of whether or to what extent such feedback has an impact on teaching has not previously been researched. The study presented in this article scrutinizes the relationship between classroom observation feedback from principals and teachers’ classroom practices, as well as the mediating role of teachers’ self-efficacy in terms of instructional practices, student engagement and classroom management.

Design/methodology/approach

Confirmatory factor analysis and structural equation modeling are employed to examine the relationship among principals’ feedback, teacher self-efficacy and teachers’ instructional practices using data from the Teaching and Learning International Survey (TALIS), compiled by the OECD in 2018.

Findings

These analyses indicate a small but significant direct correlation between principals’ feedback and teachers’ instructional practices, as well as an indirect relationship mediated by teacher self-efficacy in instructional practices.

Research limitations/implications

The findings support the policy shift in Turkey by concluding that classroom observation feedback from principals makes contributions to the improvement of instructional practices.

Originality/value

This study establishes a connection between teachers’ classroom practices and leadership behaviors, which has not been extensively researched in developing nations.

Details

International Journal of Educational Management, vol. 37 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 17 September 2019

Qiang Jian

This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of…

1990

Abstract

Purpose

This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend.

Design/methodology/approach

By applying nonequivalent pretest posttest control group design to the experimental research, 242 college students in Henan Province are selected as subjects of study. They are divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts the cooperative teaching method. The third group adopts the flipping classroom teaching method integrated the cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The study lasted 15 weeks with sessions carried out 3 h a week.

Findings

The research results show significant effects of flipped classroom teaching method on learning motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation and flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome.

Research limitations/implications

First, on the basis of consulting the links of many teaching strategies and summarizing the experience of flipped classroom practice in famous universities, a series of teaching strategies is put forward. However, the pertinence of different subjects may be different, which requires teachers to focus on the specific practice of reference. Second, due to the limitation of time, the author spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not verified in practice, so it needs to spend time and practice in the later stage to improve this work.

Practical implications

This topic is the integrated design practice and research of flipped classroom in current teaching. The practical significance of the research is to find a solution to the problem of low learning efficiency of students in traditional classrooms, so as to update teachers’ teaching concepts, change teaching methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design process before, during and after class, which can effectively improve teachers’ teaching design ability, help students change their learning methods and truly improve students’ learning efficiency and effectiveness. The research on the implementation of flipped classroom can enrich the theory of flipped classroom, including the research on the orientation of learning theory and the reorientation of the role of teachers and students. This study can provide theoretical support for the strategies and environment for the cultivation of students’ independent learning ability. The results of this study can provide a reference for improving the scientificity and diversity of research methods.

Originality/value

Based on the integrated design of flipped classroom before, during and after class, this research systematically explores the role of flipped classroom in cultivating students’ autonomous learning ability in the teaching of information science and technology, and studies how to maximize the role of flipped classroom in teaching to promote and help students’ learning. In addition, a special iterative method is adopted. In each round of research, according to the opinions of students and peers, the inadequacies and improvements in the last round of research is found, certain links are increased or decreased, and finally the research goals are achieved.

Details

The Electronic Library, vol. 37 no. 5
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 8 October 2019

Stephanie Anne Schmier

In this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching

Abstract

Purpose

In this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching experiences into their first years as fully certified classroom teachers. Here, the author draws on scholarship that conceptualizes literacies as performative (Alexander, 2005; Youdell, 2010) to examine how engaging in a standardized performance assessment process shaped the teaching identities that participants carried into their first years of teaching in the field.

Design/methodology/approach

Through a qualitative case study, the author investigates the experiences of a group of six novice elementary educators in their first years in the classroom after completing the standardized performance assessment Educative Performance Assessment as a major component of their certification program. Data, which included focus group and individual interviews and artifacts (instructional handouts, teaching videos, lesson plans, written reflective commentaries), were analyzed through a performance lens.

Findings

Findings highlight how engaging with a standardized performance assessment shaped the meanings that participants made of their teaching practices, including lesson planning and implementation for and with students from diverse linguistic and cultural backgrounds.

Originality/value

This paper offers insights that can support teacher educators working toward preparing teachers for work with diverse students in public school classrooms that might produce more equitable policies, practices and transformative reforms, particularly for historically marginalized groups.

Details

English Teaching: Practice & Critique, vol. 18 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Abstract

Details

Making Meaning with Readers and Texts
Type: Book
ISBN: 978-1-80262-337-6

Book part
Publication date: 9 May 2017

Juhani Lehtonen, Auli Toom and Jukka Husu

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on…

Abstract

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on teachers’ perceptions of their learning during co-teaching in inclusive classrooms, and salient moral features embedded in co-teaching situations. Data from joint stimulated recall interviews conducted with three co-teacher pairs illuminate that teachers perceived both possibilities and challenges in key learning situations during co-teaching in inclusive classrooms. In these situations, it is possible for teachers to articulate and extract their guiding beliefs toward salient moral aspects in inclusive teaching in order to extend their understanding and revise their inclusive teaching practices. This chapter suggests that co-teaching is a promising practice for promoting inclusive classroom communities where teachers and students can learn together.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

Keywords

Article
Publication date: 1 February 2016

Hassan Mirzajani, Rosnaini Mahmud, Ahmad Fauzi Mohd Ayub and Su Luan Wong

The purpose of this study is to identify factors that affect teachers’ motivation to use information and communications technology (ICT) in the classroom. The study aims to…

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Abstract

Purpose

The purpose of this study is to identify factors that affect teachers’ motivation to use information and communications technology (ICT) in the classroom. The study aims to determine the extent to which selected variables, such as personal experience, school environment and technological factors, influenced teachers’ tendency to accept and utilize ICT in teaching.

Design/methodology/approach

The study used primary data sources from Mazandaran, Iran, that included field notes and semi-structured interviews.

Findings

Results revealed that adequate support from administrators, directives to teachers to use ICT, appropriate ICT skills and knowledge as well as adequate resources were important factors that influenced the utilization of ICT in the classroom. Findings also showed that insufficient technical support discouraged teachers from using ICT in teaching, while increasing adequate equipment and technical support in schools encouraged teachers in this respect.

Research limitations/implications

Because this study was conducted on a small number of participants, its findings may not apply fully to other educational institutions.

Practical implications

The results from this study would be helpful to educational departments and institutions in their formulation of policies to encourage the use of ICT in education. The findings would also give a better insight of what constitutes an environment that is conducive for learning where ICT is integrated into the classroom.

Originality/value

By focusing on teachers’ intention, this study provides important insights into which factors influence teacher attitude to use ICT into classroom. As a result, the finding will help the development of e-learning quality enhancement and assurance strategies.

Details

Quality Assurance in Education, vol. 24 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 1 July 2021

Jamie N. Mikeska and Heather Howell

This paper aims to examine three distinct aspects of authenticity that pre-service teachers (PSTs) experience when they engage with virtual classroom environments to develop their…

Abstract

Purpose

This paper aims to examine three distinct aspects of authenticity that pre-service teachers (PSTs) experience when they engage with virtual classroom environments to develop their content-intensive instructional practice – task authenticity, student avatar authenticity and performance authenticity – and their perceptions about the usefulness of the simulated teaching experience to support their learning.

Design/methodology/approach

This paper explored these conceptions of authenticity and usefulness within a larger research study whose goal was to develop virtual environment tools to help elementary PSTs learn how to engage in one ambitious teaching practice: facilitating discussions that engage students in argumentation. To examine these aspects of authenticity and usefulness, this paper used a general qualitative deductive analysis approach to examine data from 104 interviews with 26 case study teachers and examined patterns in PSTs’ perceptions within and across interviews and authenticity aspects.

Findings

While these PSTs strongly value the utility of these tools to support their learning, findings point to variation in their perceptions of authenticity. Findings showed that most PSTs perceived the tasks as an authentic representation of the work of teaching. However, their perceptions of task authenticity did not always align with their perceptions of avatar or performance authenticity.

Originality/value

This paper argues that these three aspects of authenticity relate to, but expand upon, the broader notions of presence and plausibility noted in the literature on virtual environments and should be taken up more directly in future studies of users’ perceptions of virtual environments both within and outside of educational contexts.

Details

Information and Learning Sciences, vol. 122 no. 7/8
Type: Research Article
ISSN: 2398-5348

Keywords

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