The Measurement of Teacher Characteristics and Prediction of Teaching Efficiency

Barr, A. S.

doi:10.2307/1168563

Cited by 14 publications

(14 citation statements)

References 15 publications

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“…One is the legacy of previous attempts to build professional education around teacher behaviors that research had linked to student achievement. In 1951, the American Educational Research Association established the Committee on the Criteria of Teacher Effectiveness (Barr, 1952;Barr et al, 1952), a move that ultimately led to process-product research (see Gage, 1978) and then to related innovations in teacher education including micro-teaching, mini-courses, competency-based teacher education, and computer simulations (see Gage, 1978;Grossman, 2005;MacLeod, 1987;Smith, 1980b). Although these earlier approaches to teacher education focused on the actual skills needed for teaching, they have been criticized for representing teaching as a set of decontextualized and atomized practices.…”

Section: Centering Teacher Education In Practice: Challenges and Resomentioning

confidence: 99%

The Work of Teaching and the Challenge for Teacher Education

Ball

Forzani

2009

Journal of Teacher Education

990

190

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In this article, the authors argue for making practice the core of teachers' professional preparation. They set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors caution that the bias against detailed professional training that often pervades common views of teaching as idiosyncratic and independently creative impedes the improvement of teachers' preparation for the work of teaching. They offer examples of what might be involved in teaching practice and conclude with a discussion of challenges of and resources for the enterprise.Improving educational outcomes in the United States is a challenging problem, one that preoccupies contemporary reformers and critics alike. With a system of schooling that has never delivered high quality education to all students, policy makers and educational leaders are calling for more complex and ambitious goals to prepare youth for the demands of the 21st century. Visions of better schooling include innovative uses of technology, a much greater emphasis on collaborative work, integrated and problembased curricula, and higher expectations for students. Too often minimized is what such changes imply for the interactive work of teaching and learning. And, given that there are almost 4 million teachers in the United States, preparing teachers to meet these demands is a massive undertaking. Nonetheless, improvements in student learning depend on substantial, large-scale changes in how we prepare and support teachers.Agreement is widespread that teachers are key to student learning, and efforts to improve teacher quality have proliferated. Most initiatives, however, have focused on teacher recruitment and retention and on developing new pathways to teaching. In this article, we argue that such initiatives are insufficient without fundamental renovations to the curriculum of professional education for teachers, wherever and through whatever pathway it occurs. We claim that practice must be at the core of teachers' preparation and that this entails close and detailed attention to the work of teaching and the development of ways to train people to do that work effectively, with direct attention to fostering equitably the educational opportunities for which schools are responsible.By "work of teaching," we mean the core tasks that teachers must execute to help pupils learn. These include activities carried on both inside and beyond the classroom, such as leading a discussion of solutions to a mathematics problem, probing students' answers, reviewing material for a science test, listening to and assessing students' oral reading, explaining an interpretation of a poem, talking with parents, evaluating students' papers, planning, and creating and maintaining an orderly and supportive environment for learning. The work of teaching inclu...

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Section: Centering Teacher Education In Practice: Challenges and Resomentioning

confidence: 99%

The Work of Teaching and the Challenge for Teacher Education

Ball

Forzani

2009

Journal of Teacher Education

990

190

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“…Even though it is highly difficult to reach a consensus regarding the meaning of quality in teaching since it is not a visible process for colleagues or administrators, there is a significant number of researchers in bibliography that focus on teaching evaluation and have developed relevant models, methodologies and criteria by which teaching quality and excellence can be assessed (Martin, Berry, 1969;Wotruba, Wright, 1975;Kemp, O Keefe ;Sherman et.al., 1987;Gallaway, 1961, Barr, 1952Zietz et.al, 1999;Gray, 1969;Kurz et.al, 1989;Wise-Hammond, 1985;Jones, et.al, 2003;Witcher et.al, 2003 etc).…”

Section: Quality In the Educational Processes Of A Universitymentioning

confidence: 99%

The archetype of excellence in universities and TQM

Anninos

2007

Journal of Management History

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Purpose -The paper aims to present and interpret excellence through the parchments of the ancient Hellenic philosophy and the different schools of management thought and its application in the university context. Design/methodology/approach -The approach taken in the paper is theoretical and is based on the writings of ancient Hellenes philosophers and management researchers, a semasiologic analysis of the term "excellence" in Hellenic and its content in the university context and a comparison with the basic principles of total quality management (TQM). Findings -The findings of the paper support the view that the ancient Hellenes philosophers had a substantial contribution in the development of excellence and TQM fundamental concepts, as proved by their writings 2,400 years ago. It is worth mentioning that the term aristeia (excellence, in Hellenic) hides in it, as appears from the analysis of the word, the idea of good in an exemplary way and the factors that constitute the teachings of TQM. Practical implications -The paper brings out the essence of excellence and proves that deep understanding of the concept of excellence leads to a virtuous personal life which leads in good citizenship in the wider social context that result in a constantly improving and transformative academic or professional life. Originality/value -The paper presents the meaning of excellence through the combination of knowledge from the ancient Hellenic philosophy, management, Hellenic language and TQM.

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“…Teacher's personality has long been of interest to education researchers (e.g. Barr, 1952;1961;Tyler, 1960). Many studies in the area of teacher effectiveness or successful teaching have linked teacher effectiveness with the characteristics of teachers' personality.…”

Section: Literature Reviewmentioning

confidence: 99%

Does Personality Influence Pre-service English Teachers' Performance?: A Gender-Based Study in the Yemeni Context

Ezzi¹

2019

JED

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This study mainly investigated whether there is any correlation between the Big Five Personality Traits of pre-service teachers and their performance in Practicums I&II, and attempted to identify the extent to which the personality traits affect pre-service teachers' performance. To fulfill the purpose of the study, a sample of 110 fourth-year student-teachers; 86 females & 24 male, of the English Department, in the Faculty of Education at Hodeidah University, was selected‎. ‎They enrolled in the four-year B.Ed. course. The Big Five Inventory (BFI) originally developed by John & Srivastava (1999) with little modification was distributed among the selected subjects. This inventory comprised of forty-four statements about the big five personality traits that are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Collected data was analyzed by using simple descriptive and inferential statistical techniques such as mean, Pearson correlation, t-test and f-test. It was found that there is a relationship between the pre-service teachers' performance in Practicums I&II and their personality traits so pre-service teachers' personality DO influence their performance of teaching English. Also, pre-service teachers' personality traits of Extraversion, Agreeableness, and Conscientiousness are nearly same, so no significant difference found among male and females on these three traits. However, significant difference exists among the females and males on the trait of Neuroticism as female student-teacher score higher than males on this trait. Moreover, both male and female pre-service teachers ‎have quite good level of Extraversion and Agreeableness, and similar reasonable level of Conscientiousness ‎and Neuroticism but their level of Openness is a very low. It is recommended that Teacher Personality Development should be a part of teacher education programs and suggest some strategies for development of pre-service teachers’ personality.

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The Measurement of Teacher Characteristics and Prediction of Teaching Efficiency

Cited by 14 publications

References 15 publications

The Work of Teaching and the Challenge for Teacher Education

The Work of Teaching and the Challenge for Teacher Education

The archetype of excellence in universities and TQM

Does Personality Influence Pre-service English Teachers' Performance?: A Gender-Based Study in the Yemeni Context

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