Classroom Composition and Measured Teacher Performance

Steinberg, Matthew P.; Garrett, Rachel

doi:10.3102/0162373715616249

Cited by 110 publications

(41 citation statements)

References 29 publications

(39 reference statements)

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“…A further concern was that global observation protocols might have difficulty separating the teachers' own contribution to instruction from what students bring to class at the start of the year. This concern seems evident at times in the construction of the protocols themselves, and there is indirect evidence of this possibility in Campbell and Ronfeldt (2018), Steinberg and Garrett (2016), and our own replication of Campbell and Ronfeldt's analysis of the relationship between classroom composition and FFT scores. However, when we examined the larger set of protocols, we found that in fact classroom composition is not always related to protocol scores, and certainly not in a predictable fashion.…”

Section: Discussionmentioning

confidence: 54%

Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations

Kelly

Bringe

Aucejo

et al. 2020

EPAA

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An essential feature of many modern teacher observation protocols is their “global” approach to measuring instruction. Global protocols provide a summary evaluation of multiple domains of instruction from observers’ overall review of classroom processes. Although these protocols have demonstrated strengths, including their comprehensiveness and advanced state of development, in this analysis we argue that global protocols also have inherent limitations affecting both research use and applied school improvement efforts. Analyzing the Measures of Effective Teaching study data, we interrogate a set of five potential limitations of global protocols. We conclude by discussing fine-grained measures of instruction, including tools that rely on automated methods of observation, as an alternative with the potential to overcome many of the fundamental limitations of global protocols.

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Section: Discussionmentioning

confidence: 54%

Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations

Kelly

Bringe

Aucejo

et al. 2020

EPAA

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“…El análisis de las prácticas pedagógicas en el aula necesariamente requiere un proceso de recogida de información que dé cuenta de las interacciones docente-estudiante y las estrategias utilizadas para facilitar los procesos de enseñanza-aprendizaje. En general, las observaciones de clase buscan registrar las prácticas instruccionales del personal docente y su habilidad para estructurar y mantener un ambiente de clase altamente funcional (Steinberg y Garrett, 2016). Las observaciones de aula constituyen un mecanismo que permite relacionar los métodos desplegados en la sala de clases con el progreso académico del estudiantado.…”

Section: Observaciones De Aula Como Una Herramienta De Reflexión Del unclassified

Caracterización de prácticas pedagógicas de personal docente adscrito a liceos del programa de acompañamiento y acceso efectivo a la educación superior (PACE)

Sepúlveda

Calderón

Espinoza

2019

Rev. Electr. Educare

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“…Other studies cite teacher competence or subject mastery as necessary for educational effectiveness through the lens of student ratters [4,11]. Even though there are many studies that have been conducted and opinions made on the perception of students relating to teachers' performance in teaching, there still exist conflicting views of students' perceptions about teachers performance in teaching their courses [53,25,13]. It evident that limited or no attention was directed on students' perceptions in the field of technical education and engineering drawing in particular.…”

Section: Students' Perception Of Teachers' Performance In Teachingmentioning

confidence: 99%

Students’ Perceptions of Their Teachers’ Performance in Teaching Engineering Drawing in Nigerian Tertiary Institutions

Hassan

Alias

Saleh

et al. 2017

PoS

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Abstract. There have been concerns about the performance of Nigerian school teachers' in delivering occupational related courses. However, there are currently limited empirical data on this phenomenon -in particular with respect to the teaching of engineering drawing -to justify further actions from educational managers and policy makers. The aim of this study was to assess teachers' performance in teaching engineering drawing using students' perception as indicator of teachers' performance. The study utilized a cross-sectional research design method with the target population of technical education students drawn from four (4) Federal Colleges of education (Technical) in Northern Nigeria. Stratified proportionate sampling technique was used to arrive at the study sample of 253 technical education students. A specifically designed instrument, the Students' Perceptions of Teachers' Performance Scales (SPTPS) was used to gather data on the three performance dimensions namely contextual, task and adaptability performance. The exploratory factor analysis and confirmatory factor analysis methods were conducted to validate the performance constructs. The instrument has a high reliability of 0.90 based on the Cronbach Alpha method. The result of the analysis using estimation method indicates that students perceive their teachers' performance to be at a slightly above average level (M= 3.51 ± 0.05 at the 95% confidence level). The teachers' task performance in particular, is found to be the least developed among the three dimension of performance while their adaptability performance is the highest while still being less than excellent. The data support the conclusion that there are aspects of teachers' performance in teaching engineering drawing that is less than excellent and in need of further enhancements.

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Classroom Composition and Measured Teacher Performance

Cited by 110 publications

References 29 publications

Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations

Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations

Caracterización de prácticas pedagógicas de personal docente adscrito a liceos del programa de acompañamiento y acceso efectivo a la educación superior (PACE)

Students’ Perceptions of Their Teachers’ Performance in Teaching Engineering Drawing in Nigerian Tertiary Institutions

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