Dr. William Kritsonis, Dissertation Chair
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Dr. William Allan Kritsonis, Dissertation Chair for Debra Denis Watkins, PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
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MA Dissertation Abstract
This study explores the use and impact of formative assessment in a Modern Foreign Languages classroom at an all-girls secondary school in East London. The researcher interviewed three MFL teachers and observed three lessons to examine the presence of formative assessment practices. The data showed strong use of formative assessment strategies outlined by Black and Wiliam, which appeared to increase student confidence, self-esteem, and motivation, leading students to challenge themselves more in their language learning. An emotionally supportive and cognitively challenging environment, along with rich classroom dialogue, were found to help implement formative assessment successfully at the school.
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MA Dissertation Abstract
This study explores the use and impact of formative assessment in a Modern Foreign Languages classroom at an all-girls secondary school in East London. The researcher interviewed three MFL teachers and observed three lessons to examine the presence of formative assessment practices. The data showed strong use of formative assessment strategies outlined by Black and Wiliam, which appeared to increase student confidence, self-esteem, and motivation, leading students to challenge themselves more in their language learning. An emotionally supportive and cognitively challenging environment, along with rich classroom dialogue, were found to help implement formative assessment successfully at the school.
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This document summarizes a study that evaluated the impact of a professional learning course on supporting autistic learners in further education (FE) in Wales. The study collected data from teachers and lecturers who completed the Postgraduate Certificate in Autism course. It found that the course helped develop educators' understanding of supporting autistic learners, especially around transitions into and out of college. It also identified key areas of effective practice, such as learner participation and independence, as well as areas for improvement like appropriate learning spaces and student-centered support. Interviews further revealed that the course confirmed existing knowledge and understanding of differences for autistic learners, and that professional identities influence what is learned.
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This document summarizes research on factors that influence first-year students' persistence in higher education. It finds that classroom-based social integration with classmates and teaching staff, as well as active teaching methods, positively correlate with students' intentions to persist. Organizational adaptation experiences, satisfaction with teaching experiences, and exposure to active teaching methods also correlate with stronger persistence intentions. The research concludes that classroom-based social integration and active teaching methods can create a reinforcing persistence cycle for students.
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This dissertation examines the factors that influence the attitudes of teachers and administrators at independent schools affiliated with the National Association of Independent Schools (NAIS) regarding inclusion of students with disabilities. The author administered surveys to 82 administrators and 440 teachers at NAIS schools to understand their attitudes. The findings suggest that teacher training and perceived burden of inclusion are the two most significant factors influencing attitudes. Administrators had more favorable attitudes toward inclusion than teachers. There were also discrepancies between administrators and teachers in their perceptions of the supports available for inclusion. Recognizing these influencing factors and discrepancies could help improve independent schools' practices around inclusion.
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2) The second article proposes a framework where the principal acts as an agent of change, aided by an external coach, to guide school transformation through coaching practices involving stakeholders.
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The document discusses the role of the Student Experience Team in supporting inclusive practice at Sheffield Hallam University. The team works to: 1) support academic staff in course development and resources; 2) contribute to policies and strategic planning; and 3) analyze and develop student surveys to increase engagement. The university aims to recruit a broad range of students and support their retention, progression, employment and further study. Key aspects of inclusion discussed include transforming barriers, creating safe spaces, harnessing student experience, and teaching reflexively with cultural sensitivity.
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The document provides information about the B.Ed. course BED 206 Teaching Competencies IV: Practice Lessons at MAEER's MIT Saint Dnyaneshwar B.Ed. College. It states that as part of the course, each student teacher will conduct 6 classroom lessons, with 2 lessons for each of 3 selected subjects at upper primary, secondary, or higher secondary levels. The lessons will be evaluated out of 100 marks each, with total marks calculated out of 50.
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This document outlines the Rounder Sense of Purpose (RSP) framework for assessing education for sustainable development competencies in student teachers. It describes the framework, results from reviewing student portfolios, and tensions that emerged. Key points include:
- The RSP framework focuses on 13 competencies organized into thinking holistically, involvement, practice, and reflexivity.
- A review of student portfolios found evidence that students understood the competencies, took action, and reflected on engaging with the competencies.
- Tensions emerged regarding issues like balancing breadth and depth, usability versus accessibility, and how to best teach and assess the competencies.
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Poster ecer 2021 sinakou et al
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A qualitative study of differentiated teacher supervisions impact on classroo...
This document summarizes three articles related to teacher supervision and principal leadership:
1) The first article discusses a study that found differentiated teacher supervision by principals, based on Charlotte Danielson's Four Domains of Instruction, improved classroom instruction and fostered collaboration and continuous improvement. Principals preferred this approach and felt cooperative professional development was most effective.
2) The second article proposes a framework where the principal acts as an agent of change, aided by an external coach, to guide school transformation through coaching practices involving stakeholders.
3) The third article discusses how some principals use harassing supervision tactics to encourage low-performing teachers to leave, due to limitations in teacher evaluation systems and principal training around hiring
Teacher attitude towards inclusive education copy
1. The document discusses teacher attitudes towards inclusive education in Ghana and finds that teachers have a high conceptualization of inclusive education and hold positive attitudes overall.
2. It identifies teacher training and knowledge of special education and disabilities as the major factor influencing teacher attitudes.
3. Recommendations include modifying teacher training to incorporate more inclusive education, collaborating with experts to provide in-service training, and providing more support services to teachers.
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sparqs 2015 presentation UWS
1) The document summarizes a presentation on embedding and sustaining creative disruption through a learning in partnership model.
2) It introduced participatory and inclusive pedagogies that positioned students as active researchers who co-create and collaborate.
3) Student reflections showed that this transformed their identity from passive recipients to active agents in their learning and ownership of the process.
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The document discusses the role of the Student Experience Team in supporting inclusive practice at Sheffield Hallam University. The team works to: 1) support academic staff in course development and resources; 2) contribute to policies and strategic planning; and 3) analyze and develop student surveys to increase engagement. The university aims to recruit a broad range of students and support their retention, progression, employment and further study. Key aspects of inclusion discussed include transforming barriers, creating safe spaces, harnessing student experience, and teaching reflexively with cultural sensitivity.
General Orientation of the Syllabus BED 203 SCHOOL AND INCLUSIVE SCHOOL
The document provides information about the B.Ed. course BED 206 Teaching Competencies IV: Practice Lessons at MAEER's MIT Saint Dnyaneshwar B.Ed. College. It states that as part of the course, each student teacher will conduct 6 classroom lessons, with 2 lessons for each of 3 selected subjects at upper primary, secondary, or higher secondary levels. The lessons will be evaluated out of 100 marks each, with total marks calculated out of 50.
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The document discusses student engagement and motivation. It defines engagement as resulting from the interaction between motivation and active learning. Motivation is influenced by students' expectations of success and the value they place on tasks. Expectancy is impacted by students' beliefs in their ability to succeed through effort. While extrinsic rewards may boost short-term motivation, intrinsic motivation from experiencing flow is most effective for deep engagement. Flow occurs when students are absorbed in challenging yet skill-appropriate tasks with clear goals and immediate feedback. The document advocates for active learning, where students dynamically participate and reflect on their learning by connecting new ideas to prior knowledge and experience.
Quality of education: Overview
The document discusses factors that influence the quality of education, specifically higher education in Ethiopia. It begins by defining quality in the context of education and tracing the origins and evolution of the concept of quality from industry to education. It then identifies and describes major internal and external factors that can affect quality, including teaching/learning environments, teachers/learners, community/parents, and curriculum. The document concludes by having participants identify and rank the top four factors currently influencing higher education quality in Ethiopia.
ASHE Poster
This document discusses a qualitative research study conducted in Montana to understand the questions and concerns high school students have about transitioning to and being successful in college. The study found that students had many basic questions about who to ask for help, where to go for resources, and how college processes like majors and classes work. Students also had deeper questions around figuring out interests and talents, how majors work, and navigating relationships in college. The study suggests admissions offices and first-year programs should collaborate more to educate students on the "hidden curriculum" of college in order to better prepare them for success.
2016 Participate Impact Report: Classroom Practice
Students deserve authentic learning opportunities that involve them in both their communities and the broader world.
Educators teach in complex environments. We know that effective teachers are the main drivers of student success and can be the agents of change in every classroom. This is only possible if teachers have autonomy and trust from their school systems to use innovative and authentic curriculum, to employ inquiry-based and culturally responsive teaching strategies, and have the ability to experiment with new technologies.
2016 Participate Impact Report: Teacher Learning Outcomes
The document discusses a teacher professional development program called Participate that provides collaborative, personalized, and interest-driven learning opportunities for educators. Surveys of participating teachers found that global content, project-based inquiry, and technology integration were effective components of professional development. The program allows teachers to gain expertise in areas like language and culture, inquiry-based lessons, and skills like creativity and problem-solving.
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The document discusses inclusion and making learning environments more student-friendly for all students, including those with disabilities. It argues that inclusion has benefits like peer mentoring and preparing students for an inclusive society. Research shows students with disabilities do better academically and socially in regular classrooms compared to separate settings. Schools need a shared vision between administrators and teachers, proper resources, data analysis, and professional development to remove barriers to inclusion and achievement for all students.
2016 Participate Impact Report: Student Learning Outcomes
When teachers are active participants in global and dual language programs, their students outperform peers and are more engaged learners. Students are more sensitive to different cultures in and beyond their schools, and broaden their understanding of other countries.
Quality education
Kingson (Maharaja) Group is committed to establishing a comprehensive platform for quality in higher education. They aim to [1] improve learning quality and efficiency through a systematic quality assurance approach, [2] introduce an enabling learning environment to support knowledge development, and [3] integrate quality components into all areas of development and policymaking. Quality assurance is a process of establishing stakeholder confidence by fulfilling expectations through input, process, and outcome reviews. It requires planning continuous improvement. The group's quality assurance functions include promoting degree standards, reviewing programs and affiliations, establishing standards and qualifications frameworks, and developing evaluation processes.
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General Orientation of the Syllabus BED 203 SCHOOL AND INCLUSIVE SCHOOL
General Orientation of the Syllabus BED 203 SCHOOL AND INCLUSIVE SCHOOL
2016 Participate Impact Report: Classroom Practice
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The document outlines strategies for closing the achievement gap and increasing student achievement. It discusses that achievement gaps exist where minority students are behind white students and this gap grows from elementary to high school. It states that teacher efficacy, or a teacher's belief in their ability to help students learn, is highly correlated with student achievement gains. The document proposes several strategies like differentiating instruction, developing cultural competence, focusing on early learning, and strengthening family/community connections to increase teacher efficacy and student achievement.
Franz & kritsonis new
This document summarizes two studies that used problem-based learning (PBL) in teacher education courses.
In the first study, a PBL case was used in a math methods course to help future teachers better understand students' mathematical thinking and how to address misconceptions. The case involved secondary students struggling with a math concept. Students had to create a solution and presentation addressing standards.
The second study used PBL case studies in a reading course. Students were given fictional student profiles and had to analyze their reading abilities, devise an instruction plan grounded in research, and address how to help the student improve. Both cases aimed to help future teachers develop deep content knowledge and skills in applying standards and research to real
Franz & kritsonis new
This document discusses the use of problem-based learning in teacher education programs. It notes that teacher education programs face many challenges in preparing teachers, such as high-stakes testing, classroom diversity, and scrutiny over teacher quality. Problem-based learning is presented as a way to better equip teacher candidates by having them solve real-world educational problems rather than just memorizing standards and strategies. Two models of instruction are compared, with problem-based learning argued to be more effective because it immerses students in research and helps them develop into teacher leaders better prepared to meet today's educational challenges.
Franz & kritsonis
This document discusses the use of problem-based learning in teacher education programs. It notes that teacher education programs face many challenges in preparing teachers, such as high-stakes testing, classroom diversity, and scrutiny over teacher quality. Problem-based learning is presented as a way to better equip teacher candidates by having them solve real-world educational problems rather than just memorizing standards and strategies. Two models of instruction are compared, with problem-based learning argued to be more effective because it immerses students in research and helps them develop into teacher leaders better prepared to meet today's educational challenges.
Dr. William Ross - NATIONAL FORUM JOURNALS
The document discusses best practices for online instruction including: 1) Understanding adult learning theory principles like adults being self-directed, goal-oriented, and needing real-world application. 2) Creating an online learning community where students feel safe to explore ideas and direct their own learning. 3) Faculty serving as facilitators who optimize student-student and student-content interactions to achieve learning objectives in a learner-centered approach.
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...
Seven preservice teachers participated in a study examining their reflections on 30 hours of required classroom observations at two urban, predominantly African American schools with high rates of poverty. The preservice teachers observed instruction across various subject areas and provided feedback in response to questions about their observations. Their responses indicated that conducting observations as a group facilitated richer reflection compared to individual observations. Key themes that emerged from their reflections included classroom management, student engagement, and pedagogical practices.
Tina edu 558 assignment 3 02.22.2018
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFO...
In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as
GROUP-1-PROPOSAL-DEFENSE-JANUARY-2023.pptx
This research proposal aims to investigate the impact of outcome-based education on the academic performance of Bachelor of Secondary Education students majoring in Social Studies at City College of Tagaytay. The study will examine how outcome-based education affects students' understanding, learning, and skills. It will also compare academic performance and the effects of outcome-based education across different year levels. The researchers will administer surveys to collect data on students' perceptions. They will then analyze the data both qualitatively by interpreting responses and quantitatively by testing relationships between variables. The study seeks to provide benefits for students, teachers, the institution, and future researchers by exploring how outcome-based approaches influence academic achievement.
Pp effective leader]
The document contains summaries of perspectives on instructional leadership from several individuals:
- Mr. Alan Ray emphasizes having a shared school vision, monitoring student data, and building trust with faculty and students.
- Anthony Stewart stresses the importance of relationships and using research on best practices to guide instructional improvements.
- Mr. Keeton describes the shifting role of educational leaders to focus on instructional strategies and using data to tailor supports.
- A research article outlines benefits of professional learning communities for school improvement, teacher development, and student learning.
General method of teaching edited
This document discusses definitions and concepts related to teaching. It provides 7 definitions of teaching from various scholars focusing on teaching as influencing students and changing behaviors. It also discusses concepts of effective teaching including monitoring progress, encouraging student responsibility, having content mastery, and building relationships. Additionally, it distinguishes teaching from related concepts like conditioning, instruction, and indoctrination.
BANKING CONCEPT OF EDUCATION EFFECT CREATIVE THINKING BY Muhammad imran
This document discusses a research study on the impact of the "banking concept" of education on students' creative thinking. The banking concept refers to a teacher-centered approach where the teacher deposits knowledge into the students' minds without considering whether the information is important or worthwhile.
The study aims to investigate how Pakistan studies is taught at the 9th grade level, the purpose of teaching Pakistan Studies, and how it could be taught more efficiently. It also seeks to identify the impact of the banking concept on students' creative thinking. The research methodology involves qualitative action research through participant observation and class tests on a sample of 27 students. The findings are expected to provide insights on how the teaching methods can enhance critical thinking in Pakistan studies.
Importance of Academic Staff Developers to Student Achievement
A discussion on the important, albeit often invisible, contributions of academic staff developers to undergraduate student attainment.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
Edgerson david_analysis_of_the_influence_of_principal
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Edgerson david_analysis_of_the_influence_of_principal
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Edgerson david_analysis_of_the_influence_of_principal
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Final paper 1
The study assessed factors hindering academic performance of grade 9 students at Wenceslao Trinidad National High School. A questionnaire was administered to 50 students to determine if student-related factors (intelligence, study habits, motivation) or teacher-related factors (personality, teaching skills) had a greater effect. The results showed student-related factors had a greater impact, with averages of 68.4% for intelligence, 57.2% for study habits, and 72% for motivation. Teacher-related factors received higher averages, but student factors were determined to hinder academic performance more.
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