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|a LB1705-2286
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|a Maulana, Ridwan.
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|a Effective Teaching Around the World :
|b Theoretical, Empirical, Methodological and Practical Insights.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2023.
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|c ©2023.
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|a 1 online resource (793 pages)
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|a text
|b txt
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|a Intro -- Foreword -- References -- Foreword -- Acknowledgements -- Contents -- About the Editors -- Chapter 1: Prologue -- References -- Part I: Conceptualization and Measurement of Effective Teaching -- Part I Overview -- Chapter 2: Using Educational Effectiveness Research for Promoting Quality of Teaching: The Dynamic Approach to Teacher and School Improvement -- 1 Introduction -- 2 The Dynamic Model of Educational Effectiveness -- 2.1 Main Elements and Rationale -- 2.2 Teaching Factors: An Integrated Approach to Effective Teaching -- 3 Empirical Support Provided to the Main Assumptions of the Dynamic Model at the Classroom Level -- 4 Establishing Links Between Theory and Practice: The Dynamic Approach to Teaching and School Improvement -- 4.1 The Main Steps of the DA -- 4.2 Research on the Impact of the DA on Improving Teaching and Promoting Student Learning -- 5 Conclusion - Global Perspectives of Educational Effectiveness -- References -- Chapter 3: Teacher and Teaching Behaviour and Student Motivational Outcomes: Critical Reflections on the Knowledge Base and on Future Research -- 1 Introduction -- 2 Conceptualizations of Teacher and Teaching Behaviour from a Variety of Perspectives -- 3 Measurements and Instruments of Teacher and Teaching Behaviour -- 4 Dimensionality, Stability and Best Informants of Teacher and Teaching Behaviour -- 4.1 Dimensionality of Teacher and Teaching Behaviour -- 4.2 Stability of Teacher and Teaching Behaviour -- 4.3 Best Informants of Teacher and Teaching Behaviour -- 5 Teacher and Teaching Effectiveness in Relation to Student Motivational Outcomes -- 5.1 Effects of Teachers' Emotional Support, Involvement, and Positive Teacher-Student Relationships -- 5.2 Effects of Teachers' Classroom Management and Organization -- 5.3 Effects of Teachers' Instruction and Instructional Support -- 5.4 Learning Climate.
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|a 5.5 Effects of Teachers' Autonomy Support -- 5.6 Unique or Joint Effects of Teacher Behaviour Dimensions and What Matters Most in Relation to Motivational Outcomes? -- 6 Effects of Contexts and Other Antecedents on Teacher and Teaching Behaviour -- 7 Conclusions, Reflections, Implications and Suggestions for Future Research Directions and Practice Related to Effective Teacher and Teaching Behaviour -- Appendix -- Appendix Instruments Tapping Teacher Behaviour -- Classroom Assessment Scoring System (CLASS) -- What Is Happening In this Class (WIHIC) -- International Comparative Analysis of Learning and Teaching (ICALT) Instrument -- The International System for Teacher Observation and Feedback (ISTOF) Instruments -- The Teacher as a Social Context (TASC) Instruments -- References -- Chapter 4: Teacher Recruitment in Sweden Over the Last Two Decades: How Has Entering Teachers' GPA Changed Over Time? -- 1 Introduction -- 1.1 Teacher Education in Sweden -- 2 Data and Method -- 3 Results -- 4 Discussion -- References -- Chapter 5: Effective Teaching: Linking Outcomes of Active Citizenship to Learning Environments -- 1 Introduction -- 1.1 The Experiential Studies 10 Program -- 1.2 Place Based Education -- 2 Methodology -- 2.1 Data Source/Evidence -- 3 Results -- 4 Discussion -- 5 Limitations -- 6 Importance of the Study -- References -- Chapter 6: Fostering Effective Teaching at Schools Through Measurements of Student Perceptions: Processes, Risks and Chances -- 1 Introduction -- 2 Process Model of Student Feedback on Teaching -- 3 Factors Associated with Student Perception Measurements -- 3.1 Student Characteristics -- 3.2 Teacher Characteristics -- 3.3 Class Characteristics -- 3.4 Measurement Characteristics -- 4 Interpreting and Analyzing Student Feedback Data -- 5 Relevant Conditions for Teachers' Utilization of Student Feedback.
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|a 5.1 Characteristics of Feedback Recipients (Teachers) -- 5.2 Characteristics of the Organization (School) -- 5.3 Characteristics of Feedback Information (Data) -- 6 Conclusions and Future Directions -- References -- Chapter 7: Differences in Perceived Instructional Quality of the Same Classrooms with Two Different Classroom Observation Instruments in China: Lessons Learned from Qualitative Analysis of Four Lessons Using TEACH and ICALT -- 1 Introduction -- 2 Literature Review -- 2.1 Teaching Quality in Developing Countries and Underdeveloped Regions -- 2.2 Classroom Observation and Comparison of Instruments -- 2.3 Qualitative In-Depth Lesson Analysis from a Dialogic Teaching Perspective -- 3 Research Questions -- 4 Method -- 4.1 Samples -- 4.2 Instruments -- 4.2.1 ICALT -- 4.2.2 TEACH -- 4.2.3 Comparison of ICALT and TEACH -- 4.3 Raters -- 4.4 Data Collection -- 4.4.1 Quantitative Rating -- 4.4.2 Qualitative Coding -- 5 Results -- 5.1 Quantitative Analyses of All Lessons -- 5.2 Comparisons of ICALT and TEACH Results of the Selected Four Lessons -- 5.3 Qualitative Characteristics of Teacher-Student Interactions -- 6 Discussion and Conclusion -- 6.1 Instrument Characteristics as Biases and Limitations -- 6.2 The Practicability of Promoting Teacher Reflections: TEACH vs ICALT -- 7 Conclusion -- References -- Chapter 8: Measuring Teaching Skill of South Korean Teachers in Secondary Education: Detecting a Teacher's Potential Zone of Proximal Development Using the Rasch Model -- 1 Introduction -- 2 Theoretical and Empirical Background -- 2.1 The Idea of the "Zone of Proximal Development" -- 2.2 Teaching Skills and Students' Learning Gains -- 2.3 Trainability of Teaching Skills -- 2.4 Growth of Teaching Skills and Students' Learning Gains -- 3 Aim of This Study -- 4 Method -- 4.1 Sample Characteristics.
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|a 4.2 Translation of the Observation Instrument and Training of Observers -- 4.2.1 Translation of the Observation Instrument -- 4.2.2 Training of Observers -- 4.3 Interrater Reliability -- 4.3.1 Intra-Class Correlation -- 4.3.2 Agreement Percentage -- 4.3.3 Fleiss' κ -- 4.4 The Fit of the Rasch Model -- 4.4.1 Unidimensionality -- Confirmatory Factor Analysis -- A Scree Plot of Eigenvalues -- Anderson's Log Likelihood Ratio Test -- 4.4.2 Local Stochastic Independence -- Confirmatory Factor Analysis with all Residual Correlations Fixed at 0 -- Computing Correlations Between the Residues of 32 Items -- Chen and Thissen's LDχ2 Index -- 4.4.3 Parallelism of Item Characteristic Curves -- Anderson's Log Likelihood Ratio Test for Teachers with Low and High Scores -- The Slopes of the Item Characteristic Curves -- 4.4.4 Conclusions About the Fit of the Rasch Model -- 4.5 The Person Fit -- 4.5.1 Meijer's G-Normed-Index -- 5 Results -- 5.1 Item Difficulties and Person Parameters -- 5.2 Warm's θ and some Teacher, Class and School Characteristics -- 5.3 Predictive Value of the Scale -- 5.4 A Proposal for Detecting a person's Zone of Proximal Development -- 5.4.1 Safe Climate and Efficient Classroom Management -- 5.4.2 Basic Tasks of Teaching and Activating Students -- 5.4.3 Teaching Students How to Learn -- 5.4.4 Differentiating Teaching -- 5.4.5 Lessons Satisfying All Basic and Almost All Advanced Teaching Skills -- 5.4.6 Lessons Satisfying all Teaching Skills -- 6 Conclusions -- Appendix -- References -- Part II: Effective Teaching: Insights from Specific Countries -- Part II Overview -- Chapter 9: Dialogic Interactions in Higher Vocational Learning Environments in Mainland China: Evidence Relating to the Effectiveness of Varied Teaching Strategies and Students' Learning Engagement -- 1 Introduction -- 2 Literature Review.
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|a 2.1 Dialogic Interactions and Students' Learning in Classroom Settings -- 2.2 Dialogic Teaching and Adaptive Instructions -- 2.3 Varied Teaching Effectiveness and Vocation-Oriented Learning Environments -- 3 Method -- 3.1 Context and Participants -- 3.2 ICALT and CETIT Instruments -- 3.3 Data Analysis -- 4 Findings and Discussion -- 4.1 Dialogic Teaching with Enhanced Learning Engagement -- 4.2 Adaptive Instructions on Vocation-Oriented Learning Activities -- 4.3 Built-in Flexible Teaching with Enhanced Practical Understandings -- 5 Conclusion and Implications -- References -- Chapter 10: Teaching Quality in Indonesia: What Needs to Be Improved? -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Teaching Quality -- 2.2 The Profile of the Indonesian Teacher: Context for the Current Study -- 2.3 Observer Perceptions of Teaching Quality -- 2.4 Student Perceptions of Teaching Quality -- 3 Aims of the Present Study -- 4 Methods -- 4.1 Sample and Procedure -- 4.2 Measuring Teaching Behaviour -- 4.3 Data Analysis -- 5 Results -- 5.1 General Profile of Teachers' Teaching Quality of Indonesian Perceived by Trained Observers and Their Students -- 6 Can the General Profile of Teaching Quality in Indonesia Contribute to Policy Recommendations for the Indonesian Educational System? -- 6.1 What Needs to Be Improved in the Teaching Quality in Indonesia? -- References -- Chapter 11: Effective Teaching in Mongolia: Policies, Practices and Challenges -- 1 Introduction -- 2 Policies and Challenges -- 2.1 Teacher Preparation -- 2.2 Entry to the Profession -- 2.3 Teacher Professional Development -- 2.3.1 National Level Professional Development -- 2.3.2 Local and School Level Professional Development -- 2.3.3 Teacher Evaluation, Appraisal and Salary -- 3 Teachers' Teaching Skill and Behavior -- 3.1 Differentiating Instruction -- 3.2 Teaching Learning Strategies.
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|a 4 Conclusion and Discussion.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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| 655 |
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|a Electronic books.
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| 700 |
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|a Helms-Lorenz, Michelle.
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| 700 |
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|a Klassen, Robert M.
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| 776 |
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|i Print version:
|a Maulana, Ridwan
|t Effective Teaching Around the World
|d Cham : Springer International Publishing AG,c2023
|z 9783031316777
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| 797 |
2 |
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|a ProQuest (Firm)
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| 856 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=30610498
|z Click to View
|
