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The relationship between the ACT assessment and the ETS tests of general education as measures of basic skill levels of Ball State University secondary teacher education candidates / Relationship between the ACT assessment and the ETS tests of general educationDallman, Mary Ellen 03 June 2011 (has links)
There is no abstract available for this dissertation.
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The perceptions of Christian school administrators and teachers regarding the importance of selected teacher evaluation criteriaLowrie, Roy Leon 03 June 2011 (has links)
A study was conducted to determine agreement between Christian school teachers and administrators regarding the importance of selected teacher evaluation criteria. Thirty-nine criteria were included from Christian school literature and from a list suggested by Manatt and Stow. The populations of the study included participants at the 1986 International Institutes for Christian School Teachers and Administrators and teachers and administrators from selected Midwest Christian schools.An instrument was administered on site to the Institute population and via mail to the Midwest population. Chi-square analyses were run to determine any significant differences of opinion.Findings1. There was a high degree of congruence of opinion between the teachers and administrators regarding the importance of the selected criteria suggesting a core of desirable teacher evaluation criteria for Christian schools.2. Thirty-five criteria, including all 20 suggested by Manatt and Stow, were considered to be very important by 3. Differences of opinion between teachers and administrators included respect for authority, which the administrators thought more important, and lesson plans and effective use of time, materials, and resources, which teachers thought more important.4. No conclusions could be made regarding the influence of any demographic information on the opinions.5. There was no evidence that a teacher's input into teacher evaluation is related to a teacher's satisfaction with teacher evaluation.A list was included in Chapter V of 22 teacher evaluation criteria which were mutually important to Christian school teachers and administrators.
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A proposed model for evaluating secondary school teachers' performance in Saudi ArabiaAli, Mohammad Jamil Jannat 03 June 2011 (has links)
The purpose of the study was to provide for the improvement of instruction in the secondary schools of Saudi Arabia. To fulfill this goal, the study was designed to accomplish three tasks: 1) describe the nature, scope and effectiveness of the current system of teacher evaluation; 2) determine the attitude of the Saudi educators toward the existing system; 3) develop a new system and propose it for evaluating secondary school teachers in Saudi Arabia. Literature relating to the model of evaluation, criteria used in evaluating teachers, role of personnel involved in teacher evaluation, and processes and instruments used in evaluating teachers was reviewed.Letters to some of the Saudi educational authorities were sent in order to obtain information about the present system of teacher evaluation, and to acquire any studies that have been conducted in the area of teacher evaluation. A questionnaire was sent to Saudi administrators and teachers now studying at American universities. The purpose of the questionnaire was to obtain information relating to the procedure used in evaluating secondary school teachers in Saudi Arabia, to elicit their judgments of the effectiveness of the present system, and to obtain their recommendations for developing the present system of teacher evaluation.Most of the literature that was received from Saudi Arabia indicated a negative reaction toward the present teacher evaluation system. Also the answers and comments of most of the respondents to the questionnaire statements revealed a general dissatisfaction with the present evaluation system.The proposed design was based upon the review of literature, interviews with American school personnel, suggestions from respondents to the questionnaire, participation in part of the activities of the staff development program at Ball State University, consultation with some experts in the field of teacher evaluation, review of some evaluation instruments used in evaluating teachers at different school systems in Indiana, and the review of most of the material now used for evaluating secondary school teachers in Saudi Arabia.The evaluation model described the expected role of the supervisor, the building principal, the department chairman, the peer teachers, the students, and the teacher being evaluated in teacher evaluation. Also the model defined the criteria which should be used in the teacher evaluation program.The suggested procedure for evaluation was illustrated under the listed activites:1. An introductory conference. The main purpose of this conference, which is managed by the supervisor, is to explain the general outline and the procedure evaluation process.2. Departmental meetings. The chairman of the department is in charge of running these meetings. The common technique of conducting a departmental meeting in general and the technique followed at the first departmental meeting in specific are clarified.3. Field work or the cycle of evaluation. This section is concerned with the procedure to be followed in the teacher evaluation. The procedure of evaluation includes the following activities:a) Setting goals and objectives. The teacher with the help of the department chairman writes the behavioral or instructional objectives of the course in general and of each unit in specific.b) Data collection. The data about the teacher being evaluated is collected from various sources and by different techniques such as classroom observation, teacher self-evaluation and student and peer questionnaires.c) Analysis of data. The department chairman and the teacher analyze the information collected by classroom observation and questionnaires.The purpose of the data analysis was defined. After the data analysis the department chairman writes the evaluation report.The evaluation of the department chairman and the end-of-the year evaluation were included in the model. Recommendations related to the application of the model and to the betterment of the teaching-learning process were formulated.
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How teachers think about their work: the first step in defining quality teachersHarrell, Ty Ann 28 August 2008 (has links)
Not available / text
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Principals' actions in the performance appraisal system for teachers in successful schools in TexasRamirez, Alfredo 28 August 2008 (has links)
Not available / text
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What makes a competent 21st century HKAL Business Studies teacher?Cheng, Wan-suen, Vincent., 莊允遜. January 2003 (has links)
published_or_final_version / Education / Master / Master of Education
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THE RELATIONSHIP OF TEACHING PATTERNS TO ORGANIZATIONAL CLIMATE AND TEACHERS' BELIEF SYSTEMSDowney, Loren Willard January 1966 (has links)
No description available.
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AN EVALUATION OF SEMINAR INSTRUCTION IN SQUADRON OFFICER SCHOOLHosley, David Lee, 1937- January 1971 (has links)
No description available.
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Exploring management members' attitudes towards the developmental appraisal system.Naidoo, M. January 2002 (has links)
The Developmental Appraisal System (DAS) replaces an autocratic, judgemental and summative
system which did not take into account the differing contextual factors that affect an educator's
work. Often an inspector would arrive unannounced, observe a lesson, judge the educator and
leave without offering any feedback. There was also very little understanding that ongoing
professional development should be a part of all educators' lives. As a result educators feared and
mistrusted the evaluation process.
When this form of control was rejected, very little replaced it in the form of making sure that
quality teaching and learning was taking place in the classroom.
The post - apartheid government has put into place a number of policies and strategies to ensure
that quality education takes place in our schools. One of the most important has been the
developmental appraisal system. This system allows the educator to identify his own
development needs through a democratic and formative process together with the participation of
education managers, peers and experts. It is one of the tools that, if supported by the
establishment of structure and systems, can have a major impact on our present education
system.
This case study is a qualitative study of the attitudes of the management members of Clairwood
Secondary School towards the Developmental Appraisal System. The study aims to capture to
some extent the views, feelings, attitudes and perceptions of the school's management towards
DAS. The interviews with members of management has provided me with direct evidence of
management's attitudes towards DAS.
The overall impression gained from the study was that all members of management were
favourably disposed towards DAS. DAS was found to be a good system and that it would
definitely have a positive impact on whole school development.
DAS allowed educators to talk about, review and reflect on their work, and to receive helpful and
supportive advice and guidance.
The DAS approach is developmental and it is important at the planning stage to build in time for
reflection and for developing strategies for improvement. / Thesis (M.Ed.) - University of Durban-Westville, 2002.
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The value attached to teaching qualifications by educators and other stakeholders at a FET college in southern Kwa-Zulu Natal [sic].Booyens, Johannes Christian. January 2009 (has links)
This study is an interpretive one which investigates the value attached to teaching qualifications by educators and other stakeholders, viz. learners, management and council at a FET College. The research focuses on the value of teaching qualifications for Further Education and Training (FET) educators. It suggests the need for professional development of FET educators in light of the new FET Act 16 of 2006 and the implementation of the National Curriculum Vocational (NCV) introduced in 2007. The study is informed by Shulman’s (1986) principles of teacher knowledge and the hypotheses of Kennedy Ahn & Choi (2008) on the value added by teacher education. The data was gathered using a questionnaire comprising three parts; close-ended questions to capture background information, a rating scale to capture the values attached to teaching qualifications and open-ended questions to capture additional data. The study concludes that values are attached to teaching qualifications mainly for the teaching of NC(V) programs and that practical expertise is necessary for skills training programs. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.
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