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Teachers’ Perceptions of the Teacher Evaluation Instrument and Process antonaros s the teacher s basic tools the teacher as manager Teachers’ Perceptions of the Teacher Evaluation Instrument and Process antonaros s the teacher s basic tools the teacher as manager

Teachers’ Perceptions of the Teacher Evaluation Instrument and Process

This study explored whether teachers who have experienced the new Massachusetts evaluation system as a pilot, perceive it as a valuable process. The federal grant process required states to redesign evaluation systems that fostered effective teaching and included student achievement data in educator evaluation systems. Massachusetts designed a model system that incorporated teacher self-reflection based on a comprehensive teacher evaluation rubric, the setting of SMART goals to improve professional practice and student achievement, as well as evaluations based on the comprehensive teacher evaluation rubric which represents the standards and indicators of effective teaching. Teacher perceptions were measured using survey and focus group data to describe their experiences with the pilot of the new evaluation system. Understanding the differences in teacher perceptions will foster future positive implementations and improvements in teacher performance and, perhaps, student achievement. Positive improvements in teaching practice hold the potential to increase teacher quality as well as student achievement.

Teacher Efficacy In The Context Of School Climate antonaros s the teacher s basic tools the teacher as manager Teacher Efficacy In The Context Of School Climate antonaros s the teacher s basic tools the teacher as manager

Teacher Efficacy In The Context Of School Climate

It has been rightly argued that the role of teacher in the era of economical liberalization coupled with the development of Information and Communication Technology (ICT) is as important as fuels for vehicle. Without effective teacher the holistic development of a learner never be possible. The attitudinal factor which is some way or other influenced by organizational climate of a school makes a great sense for the quality enhancement and intellectual mobility of the educational system of a country. The role of both efficacious and open organizational climate of a school is important as it has firm positive correlation with the high academic achievement of the students. The qualification and nature of job of elementary school teachers are great contributing factor to teacher efficacy which ultimately helps a teacher to effectively reach at the problems of students in classroom transactions. The proposed book is intended for the students, research scholar, policy maker, teacher educators those who have opted teacher education as their field of study and research.

Novice Translators'' Guide - Teacher''s Guide antonaros s the teacher s basic tools the teacher as manager Novice Translators'' Guide - Teacher''s Guide antonaros s the teacher s basic tools the teacher as manager

Novice Translators'' Guide - Teacher''s Guide

Many people find it difficult to translate; some think that translation is a talent and that a translator is born not made. Modern studies in the field of linguistics, psychology and translation studies, however, have shown that translation is a mental activity that requires knowledge and practice. As a mental process, translation can be divided into certain skills. Through training on these skills, a novice translator can find his way and plant his feet firmly on the land of translation. This course is meant as a first training guide to novice translators and students who need translation in their academic work. Throughout the units and lessons of the course, the translators'' abilities will be enhanced and good translation products will be attained.

Teacher PD and Distance Education antonaros s the teacher s basic tools the teacher as manager Teacher PD and Distance Education antonaros s the teacher s basic tools the teacher as manager

Teacher PD and Distance Education

Distance education as an educational endeavor has been established and approved widely not as a matter of choice or as an alternative, but as a compulsion of time. To fill in the shortages and inefficiencies of teacher education worldwide, this mode has been considered by many as an alternative as it raises the quality and quantity of the teaching force and develops teachers professionally while still working in their work environment. The main thrust of this book is to examine and explore the wide range of initiatives that are taking place in distance education, teacher satisfaction, and the programs’ social, economical, political, and cultural impact on the teachers.

Guide to the Johns Hopkins 35–Inch Functional Scal e Model of the Human Skeleton.A Teacher?s Guide to  the Johns Hopkins Functional Model of the Human S antonaros s the teacher s basic tools the teacher as manager Guide to the Johns Hopkins 35–Inch Functional Scal e Model of the Human Skeleton.A Teacher?s Guide to  the Johns Hopkins Functional Model of the Human S antonaros s the teacher s basic tools the teacher as manager

Guide to the Johns Hopkins 35–Inch Functional Scal e Model of the Human Skeleton.A Teacher?s Guide to the Johns Hopkins Functional Model of the Human S

Guide to the Johns Hopkins 35–Inch Functional Scal e Model of the Human Skeleton.A Teacher?s Guide to the Johns Hopkins Functional Model of the Human S

To the Top 4: Workbook Teacher 's Edition antonaros s the teacher s basic tools the teacher as manager To the Top 4: Workbook Teacher 's Edition antonaros s the teacher s basic tools the teacher as manager

To the Top 4: Workbook Teacher 's Edition

Course features are Five lessons and a revision section in each module. Lively dialogues highlighting the adventures of a group of teenagers. Motivating and contemporary topics providing students with multicultural and cross-curricular information. Clear Grammar presentations and practice. A step by step guide to writing beginning from sentence level to different types of writing providing students with plenty of practice. Culture pages and Songs.

Towards a More Effective English Language Teacher Education Programme antonaros s the teacher s basic tools the teacher as manager Towards a More Effective English Language Teacher Education Programme antonaros s the teacher s basic tools the teacher as manager

Towards a More Effective English Language Teacher Education Programme

TTowards a More Effective Initial English Language Teacher Education Programme presents a case for change and proposes innovation in initial English language teacher education (IELTE) programmes of the developing world. It urges through analysis of a programme curriculum that the major problem in most initial teacher education programmes of the developing world which results to in-effectiveness of the programmes as demonstrated by prospective teacher trainees' low proficiency and low teaching competence on graduation is a result of weak programme content and the actual training process: the content lacks some basic courses necessary for effective language teaching, and the training approach does not enhance deep learning and transfer of training-room learning into the real classroom teaching. It then presents the proposed revised programme (content and methodology) as a way forward to an effective initial teacher education programme and discusses the rationale for the changes. It lastly raises and discusses innovation issues and implementation strategies for implementing the proposed innovation.

The Expressive Arts in Teacher Education antonaros s the teacher s basic tools the teacher as manager The Expressive Arts in Teacher Education antonaros s the teacher s basic tools the teacher as manager

The Expressive Arts in Teacher Education

How does one “teach” social justice? How can teacher educators present issues of equity that have relevance to teachers and their students? What strategies can be employed to teach this critical discipline? What inspires teachers to initiate action and lead change? Social justice advocates and educators must ask these questions if they are to succeed in teaching social justice. This book explores the power of the expressive arts to identify, examine, and address issues of inequity in the context of social justice teacher education. Current literature outlines effective social justice teacher education including identity, reflection, and dialogue. However, little has been written about the utilization and power of the arts as a pedagogical tool in general teacher education for social justice. This book provides a study of the author''s journey as she develops a “palpable pedagogy” to teach social justice education through the arts. It will provide welcome insights and guidance for teacher educators and teachers on how the expressive arts can be utilized to catalyze social justice learning and leadership.

Drama Tasks for Teacher Education: From Research to Practice antonaros s the teacher s basic tools the teacher as manager Drama Tasks for Teacher Education: From Research to Practice antonaros s the teacher s basic tools the teacher as manager

Drama Tasks for Teacher Education: From Research to Practice

Is it a burden or a must to use acting literature to enhance communication skills of the teachers? In the pursuit of answering such questions, this book explores an refreshing area teacher education, teaching as a performing art, and presents a research study on prospective teachers. The study focuses on teacher identity and nonverbal immediacy during a drama course in which teacher candidates were introduced to the basic skills and knowledge of actors. In addition to the discussion on the incorporation of acting theories into teacher education, the book provides a suggested syllabus with the necessary course materials. Teacher educators who want to benefit from acting literature in teacher education may utilize the course program given in the book to design new drama courses for teachers.

Lived Stories of an Artist-Teacher antonaros s the teacher s basic tools the teacher as manager Lived Stories of an Artist-Teacher antonaros s the teacher s basic tools the teacher as manager

Lived Stories of an Artist-Teacher

Through the introduction of the researcher’s lived experiences as a high school art teacher, some issues became visible: self-questioning of her ability as an effective art teacher; teaching topics with little or no knowledge; limited opportunities to gain knowledge; and lacking of energy or time to create personal art works. Uncovering these issues prompted the researcher to look back on her experiences and reflect on the changes that occurred. This qualitative study employs self-study to examine the researcher’s professional practices as a teacher and an artist and how these experiences affect her actions as a high school art teacher. The related topics that are explored include teacher knowledge, art making as knowledge, teacher practice, the impact of professional development on teacher identity and artist identity. Additionally, this self-study allows the researcher to understand her dual identity in the art education profession and supports her to continue to critically reflect upon her practice as a teacher and an artist. This study also provides a scholarly account for other art educators as they examine the relationship between their teacher and artist identities.

Teacher Attrition antonaros s the teacher s basic tools the teacher as manager Teacher Attrition antonaros s the teacher s basic tools the teacher as manager

Teacher Attrition

Education systems grew rapidly in response to both increasing population and increasing participation rate in many developing countries. To this end, the importance of the role of the teacher as an agent of change, promoting understanding and tolerance has never been more obvious than today. More specifically, teachers are the key elements to the success or failure of schools, and to a large extent, of the younger generations. However, high teacher attrition is causing problems with educational quality, equity and efficiency. Because of this, the issue of retaining effective teachers in schools needs to be a basic policy concern.

Formative Assessment in a Primary Classroom antonaros s the teacher s basic tools the teacher as manager Formative Assessment in a Primary Classroom antonaros s the teacher s basic tools the teacher as manager

Formative Assessment in a Primary Classroom

This small-scale study aimed to investigate the forms of assessment used by a teacher during the Literacy Hour, a state initiative to encourage reading amongst primary students in Britain. The study explored various ways whereby a teacher assessed learners in the classroom. Based on a review of literature on assessment, the author developed a conceptual framework for this investigation. A case study approach was employed where data collection tools included interviews, observation and the use of complementary documentary evidence. Three elements of formative assessment – questioning, feedback and observation – emerged as central to a teacher''s assessment practice in the classroom. Teacher questioning invited pupils to contribute ideas, elicited students'' responses and acted as prompts to learners for cueing their replies. Teacher feedback indicated students'' errors and explained why those were incorrect. Finally, observation entailed watching and listening to students, extending their responses and capitalizing on learning opportunities. It is hoped that this study will feed into the literature on assessment in general and formative assessment in particular.

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