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Effective Teaching Around the World : Theoretical, Empirical, Methodological and Practical Insights.

Bibliographic Details
Main Author: Maulana, Ridwan.
Other Authors: Helms-Lorenz, Michelle., Klassen, Robert M.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2023.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 4 Conclusion and Discussion.

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