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Individual Teachers (individual + teacher)
Selected AbstractsReliability of the Clinical Teaching Effectiveness InstrumentMEDICAL EDUCATION, Issue 9 2005H H Van Der Hem-Stokroos Introduction, The Clinical Teaching Effectiveness Instrument (CTEI) was developed to evaluate the quality of the clinical teaching of educators. Its authors reported evidence supporting content and criterion validity and found favourable reliability findings. We tested the validity and reliability of this instrument in a European context and investigated its reliability as an instrument to evaluate the quality of clinical teaching at group level rather than at the level of the individual teacher. Methods, Students participating in a surgical clerkship were asked to fill in a questionnaire reflecting a student,teacher encounter with a staff member or a resident. We calculated variance components using the urgenova program. For individual score interpretation of the quality of clinical teaching the standard error of estimate was calculated. For group interpretation we calculated the root mean square error. Results, The results did not differ statistically between staff and residents. The average score was 3.42. The largest variance component was associated with rater variance. For individual score interpretation a reliability of >,0.80 was reached with 7 ratings or more. To reach reliable outcomes at group level, 15 educators or more were needed with a single rater per educator. Discussion, The required sample size for appraisal of individual teaching is easily achievable. Reliable findings can also be obtained at group level with a feasible sample size. The results provide additional evidence of the reliability of the CTEI in undergraduate medical education in a European setting. The results also showed that the instrument can be used to measure the quality of teaching at group level. [source] Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum PoliciesCURRICULUM INQUIRY, Issue 2 2006KRIS SLOAN ABSTRACT Drawing on case studies of three elementary school teachers in a diverse urban school setting in Texas, the author explores the varied ways teachers actively read accountability-related curriculum policies and then respond to these policies. Rooted in classroom observations and extensive teacher interviews, the author examines issues of teacher identity and identity formation as a base from which to explore teacher agency vis-à-vis accountability-explicit curriculum policies. His analysis suggests that (1) individual teachers actively read and respond to locally conceived accountability-explicit curriculum policies in varied, perhaps even unique, ways; (2) teacher identities are powerful means through which to understand these varied experiences with and responses to accountability-explicit curriculum policies; and (3) current understandings of teacher agency vis-à-vis accountability-explicit curriculum policies as merely a capacity to resist,as does much of the literature that is critical of accountability,obfuscates important issues of teacher quality and equity. [source] A pilot study of the use and perceived utility of a scale to assess clinical dental teaching within a UK dental school restorative departmentEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2009S. Woolley Abstract Introduction:, Feedback on individual teaching performance gives an important contribution and support to the reflective practices of educators. Unfortunately, feedback is an infrequent exercise provided to dental teachers about their teaching practices. The Effective Clinical Dental Teaching (ECDT) scale has been used previously to assess clinical teachers, but has not been used within the UK. Methods:, This study looks at the use of the ECDT scale in the setting of a UK dental school, as a method of feedback collection and delivery in seven domains of clinical teaching. The ECDT was used to evaluate the teaching of 16 clinical teachers by dental undergraduates, and to investigate the opinions of these clinical teachers and clinical dental students about the utility of this scale. Results:, The study identified that there was a disparity between self and student perception of teaching. The total ECDT scores ranged from a minimum of 55% 66.6/125 to a maximum of 90% 113.8/125, with a mean group score of 73% 91.6/125. Most clinicians evaluated by students scored above 3/5 for all teaching domains, although there appeared to be significant differences between the four teacher groups. The majority of staff and students were in favour of the use of such a scale to support the progression and development of teaching styles. Conclusion:, The ECDT scale is a useful tool for highlighting the areas of strength and deficiency within clinical dental teaching. Its use may complement peer review for individual teachers and identify future topics for staff development sessions. Further research is recommended to identify the individual strengths and weaknesses that different types of teacher may bring to curriculum teaching. [source] Enhancing Part-time Teaching in Higher Education: a Challenge for Institutional Policy and PracticeHIGHER EDUCATION QUARTERLY, Issue 4 2007Peter Knight Higher education in the UK has seen a steady increase in the numbers of part-time teachers, yet the way in which they are inducted into teaching and the utilisation of their expertise are under-researched. This qualitative study of 33 part-time teachers from several universities suggests that their involvement in higher education should be considered from a fresh perspective, which differs from approaches to the enhancement of university teaching that rely upon simply educating individual teachers to do better by requiring their attendance at formally provided courses and events. While these approaches have their place, modern research on professional learning is increasingly pointing to the view that professional formation is an ecological process that is insufficiently served by the formal provision of learning opportunities. The ecological perspective, which emphasises the part played by the everyday workplace in professional formation, provides a challenge to leaders and managers regarding the development and implementation of institutional policy and practice. [source] Low-Income Parents and the Public SchoolsJOURNAL OF SOCIAL ISSUES, Issue 2 2001Bernice Lott This article addresses the responses likely to be received by low-income parents from teachers and staff in their children's public schools in the United States. A review of the relevant literature reveals that teachers and school administrators tend to subscribe to the dominant beliefs that low-income parents do not care about their children's schooling, are not competent to help with homework, do not encourage achievement, and do not place a high value on education. This article presents examples of such middle-class bias in the words and actions of individual teachers, and research findings that tend to contradict these stereotypes. The barriers that exist for low-income parents in interacting with the schools are discussed, and suggestions are offered for ways in which schools can recognize and respect the standpoint and potential contributions of these parents. [source] | |||||||||||||