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Experienced Teachers (experience + teacher)
Selected AbstractsIs Teaching Experience Necessary for Reliable Scoring of Extended English Questions?EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2009Lucy Royal-Dawson Hundreds of thousands of raters are recruited internationally to score examinations, but little research has been conducted on the selection criteria for these raters. Many countries insist upon teaching experience as a selection criterion and this has frequently become embedded in the cultural expectations surrounding the tests. Shortages in raters for some of England's national examinations has led to non-teachers being hired to score a small minority of items and changes in technology have fostered this approach. For a National Curriculum test in English taken at age 14, this study investigated whether teaching experience was a necessary selection criterion for all aspects of the examination. Fifty-seven raters with different backgrounds were trained in the normal manner and scored the same 97 students' work. Accuracy was investigated using a cross-classified multilevel model of absolute score differences with accuracy measures at level 1 and raters crossed with candidates at level 2. By comparing the scoring accuracy of graduates with a degree in English, teacher trainees, experienced teachers and experienced raters, this study found that teaching experience was not a necessary selection criterion. A rudimentary model for allocation of raters to different question types is proposed and further research to investigate the limits of necessary qualifications for scoring is suggested. [source] A Review of 21 Curricula for Abstinence-Only-Until-Marriage ProgramsJOURNAL OF SCHOOL HEALTH, Issue 3 2005Kelly L. Wilson ABSTRACT: The authors reviewed the content, methods, and overall quality of 21 curricula used in abstinence-only-until-marriage programs. Only materials designed for use in middle school grades (fifth to eighth) or with middle school-aged audiences (9,13 years of age), which presented the abstinence message in at least 40% of their content, were included. A rating instrument adapted from 2 sets of education guidelines structured the assessment of each curriculum. Four experienced teachers rated each curriculum. Curricula exhibited considerable variability in overall quality ratings. While on average, materials scored a 3.33 on a 1-to-5 scale (1 = Unacceptable; 5 = Excellent), 12 curricula received summative scores above the average, with 4 scoring 4.0 or higher. Eight curricula, however, received a below-average rating. While abstinence materials vary considerably in terms of overall quality, the values and world views underlying this sample of curricula were clear and consistent: those who develop abstinence education curricula value nonsexual antecedents of sexual behavior such as skills (goal setting, decision making, and assertiveness), ideals (fidelity, friendships), and psychological factors such as self-esteem. [source] Newly qualified teachers' learning related to their use of information and communication technology: a Swedish perspectiveBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2006Sven B. Andersson This qualitative study focuses on newly qualified teachers' use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers' utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary-crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils' learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT. [source] The Disappearance of Disability?BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2002Thoughts on a Changing Culture Gilbert MacKay was appointed professor of special education at the University of Strathclyde, Glasgow in September 2000. With a background in teaching and educational psychology, Professor MacKay has research interests in early communication and people with intellectual disabilities. Recently, the Scottish Executive awarded him grants totalling £250,000 for the development of a service for young children with autism and for the professional education of experienced teachers in developmental difficulties such as dyspraxia. This paper, originally given as a keynote address at the Scottish NASEN conference in Glasgow, challenges many of the prevailing trends in relation to disability and special educational needs. Taking a broad view of developments since Warnock, and providing a fascinating insight into recent initiatives in Scotland, Gilbert MacKay offers an analysis of five ways in which the notion of disability, and the practical reality of our responses to it, are being unhelpfully removed from the educational arena. While we can all strive to promote forms of inclusion that encompass ever,widening parameters of diversity, no one's interests are served if the implications of individuals' difficulties are simply ignored or wished away. Gilbert MacKay highlights the dangers in some recent trends but also points the way towards a much more responsive and productive future. [source] DOES TEACHER QUALITY AFFECT STUDENT PERFORMANCE?BULLETIN OF ECONOMIC RESEARCH, Issue 4 2009EVIDENCE FROM AN ITALIAN UNIVERSITY H52; I2 ABSTRACT In this paper, we analyse whether the characteristics of university teaching staff matter with regard to students' performance and interest in the discipline. We use data on about 1000 students enrolled on the first-level degree course in business and economics at a medium-sized Italian university. Thanks to the random assignment of students to different teaching classes during their first year, we are able to analyse the effect that teachers with different characteristics, in terms of experience and research productivity, produce both on students' performance, measured in terms of the grades obtained at subsequent examinations, and on courses chosen. Our results suggest that teacher quality has statistically significant effects on students' grades in subsequent courses. These effects are also robust after controlling for unobserved individual characteristics. On the other hand, we find less clear evidence when relating teacher quality to student involvement with a subject. It emerges that research productivity does not produce a statistically significant effect on the probability of a student undertaking additional courses in a subject, while more experienced teachers have a negative impact. However, also this effect does not become statistically significant when we run separate regressions for different disciplines. [source] | ||||||||||