Describing Profiles of Instructional Practice

Halpin, Peter F.; Kieffer, Michael J.

doi:10.3102/0013189x15590804

Cited by 51 publications

(15 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Classroom observations are almost universally used to assess classroom teachers' effectiveness worldwide (Cohen & Goldhaber, 2016;Grossman, Cohen, Ronfeldt, & Brown, 2014;Martin & Sass, 2010). Typically, classroom observations describe teachers' instructional practices, provide formative feedback to teachers, and facilitate teachers' adoption of or changes in instructional practices (Halpin & Kieffer, 2015). Classroom observations by well-trained observers have the advantage in that they evaluate teachers using similar norms, and thus are more objective assessment tools (Muijs, 2006) compared to self-report methodology.…”

Section: Current Limitations In Self Efficacy Researchmentioning

confidence: 99%

Relation of teacher self-efficacy and classroom practices: A preliminary investigation

Πούλου

Reddy

Dudek

2018

School Psychology International

View full text Add to dashboard Cite

Teachers' perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers' perceptions of selfefficacy and actual classroom practices. The study examined teacher' perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers' self-reported self-efficacy and observers' ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed.

show abstract

Section: Current Limitations In Self Efficacy Researchmentioning

confidence: 99%

Relation of teacher self-efficacy and classroom practices: A preliminary investigation

Πούλου

Reddy

Dudek

2018

School Psychology International

View full text Add to dashboard Cite

show abstract

“…Without viable improvements being consistently applied to evaluation programs, districts may repeat and cycle through ineffective practices that lead to misguided or stagnant professional development, as well as, a decreased sense of teacher self-efficacy toward instructional practice (Ford et al, 2017). Additionally, in preparing preservice teachers and future administrators for experiences with evaluation, understanding deficiencies within evaluation systems may lead to fostering productive professional development, effectively disseminating feedback, and promoting a culture that values reflection on one’s instructional practice (Atkinson, 2012; Ford et al, 2017; Haplin & Kieffer, 2015).…”

Section: Purpose and Aims Of The Researchmentioning

confidence: 99%

Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

Smith

Starratt

McCrink

et al. 2019

Educational Administration Quarterly

View full text Add to dashboard Cite

Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.

show abstract

“…Whereas using multiple measures of teaching in effectiveness research can provide analytic advantages (Martínez, Schweig & Goldschmidt, 2016)-including the use of latent class analysis to provide diagnostic information to teachers to improve their practice (Halpin & Kieffer, 2015)-a focus on scale should not disregard matters of complexity. Though "urban" was used to characterize participating schools in the study, for example, it is unclear how MET measures account for welldocumented considerations specific to urban education like racial segregation, community partnerships, or student resistance (e.g., Milner, 2012).…”

Section: Recommendation 1: Designs Of Large-scale Studies Should Reflmentioning

confidence: 99%

Complexity and scale in teaching effectiveness research: Reflections from the MET Study

Jensen

Wallace

Steinberg

et al. 2019

EPAA

View full text Add to dashboard Cite

Researchers and policymakers in the US and beyond increasingly seek to identify teaching qualities that are associated with academic achievement gains for K-12 students through effectiveness studies. Yet teaching quality varies with academic content and social contexts, involves multiple participants, and requires a range of skills, knowledge, and dispositions. In this essay, we address the inescapable tension between complexity and scale in research on teaching effectiveness. We provide five recommendations to study designers and analysts to manage this tension to enhance effectiveness research, drawing on our recent experiences as the first external analysts of the Measures of Effective Teaching (MET) study. Our recommendations address conceptual framing, the measurement of teaching (e.g., observation protocols, student surveys), sampling, classroom videoing, and the use and interpretation of value-added models.

show abstract

Describing Profiles of Instructional Practice

Cited by 51 publications

References 21 publications

Relation of teacher self-efficacy and classroom practices: A preliminary investigation

Relation of teacher self-efficacy and classroom practices: A preliminary investigation

Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

Complexity and scale in teaching effectiveness research: Reflections from the MET Study

Contact Info

Product

Resources

About