Suchergebnisse

This research aimed to investig­ate the characteristics of effective EFL teachers as viewed by the students and various characteristics of effective EFL teachers as viewed by the different students' English achievement. This research was designed by using qualitative research. This research applied purposive sampling technique. The participants of this research were two classes of SMA Negeri 17 Makassar in the academic year 2015/2016. The data was collected through class discussion and individual interview. The results of this research suggest that EFL teachers are need to focus on 15 characteristics indicated effective EFL teachers based on government rules (Permendiknas number 16/2007) which are placed into four categories, they are pedagogical, personal, professional, and social competences and in addition, teachers need to improve their academic qualification, pay attention to physical appearance, and adopt the characteristics of younger and female teachers as the most favored by the students. Furthermore, the different students' achievement affects their view of various characteristics of effective EFL teachers covering assessment and evaluation, learning process, the use of social media, what should be understood, and appearance.

Brian Jacob examines challenges faced by urban districts in staffing their schools with effective teachers. He emphasizes that the problem is far from uniform. Teacher shortages are more severe in certain subjects and grades than others, and differ dramatically from one school to another. The Chicago public schools, for example, regularly receive roughly ten applicants for each teaching position. But many applicants are interested in specific schools, and district officials struggle to find candidates for highly impoverished schools. Urban districts' difficulty in attracting and hiring teachers, says Jacob, means that urban teachers are less highly qualified than their suburban counterparts with respect to characteristics such as experience, educational background, and teaching certification. But they may not thus be less effective teachers. Jacob cites recent studies that have found that many teacher characteristics bear surprisingly little relationship to student outcomes. Policies to enhance teacher quality must thus be evaluated in terms of their effect on student achievement, not in terms of conventional teacher characteristics. Jacob then discusses how supply and demand contribute to urban teacher shortages. Supply factors involve wages, working conditions, and geographic proximity between teacher candidates and schools. Urban districts have tried various strategies to increase the supply of teacher candidates (including salary increases and targeted bonuses) and to improve retention rates (including mentoring programs). But there is little rigorous research evidence on the effectiveness of these strategies. Demand also has a role in urban teacher shortages. Administrators in urban schools may not recognize or value high-quality teachers. Human resource departments restrict district officials from making job offers until late in the hiring season, after many candidates have accepted positions elsewhere. Jacob argues that urban districts must improve hiring practices and also reevaluate policies for teacher tenure so that ineffective teachers can be dismissed.

The aim of the present study was to investigate teachers' views on the priorities of effective school management. The possible variability of teachers' views in relation to age and work experience was also investigated. For this purpose, research was carried out in Secondary Public and Private Education schools of Ioannina, the capital city and the largest in the Epirus Prefecture, North-West part of Greece. Over 300 questionnaires were distributed to 32 Secondary Education Schools and 165 completed questionnaires were collected (return rate 54.99%). Teachers were asked to indicate their views on the priorities which should be set for effective School Management. Teachers pointed as most important priorities team work and collaboration with the Principal and their pupils (56%) whereas as least selected priority (24.4%) they pointed their participation in helping pupils to get a job. Compared to Public Schools, teachers working in Private Schools gave increased priority in: pupils' performance, raising teachers' aspirations for their pupils, teachers' job satisfaction, team work, collaboration with the Principal, parental involvement-collaboration between teachers and parents and school environment. The results indicate a significant variability on teachers' age and work experience regarding their priorities for effective school management. This variability highlights the importance of focusing on teachers' attitudes for a successful implementation of effective human resources and school management.

This book describes good practice in the primary school and offers advice particularly to beginning teachers and students. It begins by considering the children, their physical, intellectual and emotional development and the development of their self-image. It makes suggestions about ways in which a teacher can assess a new class and stresses the importance of motivation and first-hand experience.The Effective Primary School Classroom covers all the issues teachers are faced with in their day-to-day work and includes chapters on:managing time and spaceteaching and learningworking in groupseval

Effective Task Instruction in the First Year of School: What Teachers and Children Do Ilana Mushin, Rod Gardner, and Claire Gourlay (Routledge, 2022)

The study examined the constraints to effective continuous professional development of teachers in Government Secondary School in F.C.T. This study was conducted in Federal Capital Territory, Abuja, Nigeria. Survey designed was used for the study. The study used 220 respondents. Simple random and stratified methods were used to select the population for the study. Questionnaire was used for collection of data. The questionnaire was tagged" Constraints to Effective Continuous Professional Development of Teachers in Government Secondary School Teacher Questionnaire [CECPDTGSSTQ]". The questionnaire contained two section with nine item sub-items. The section A: collected information for bio-data while section B collected information on the subject matter. The section (B) was designed to have Yes and NO. The researcher employed the services of a research assistant. The research assistant went to the various schools to administer the questionnaire. The data collected were analyze with simple percentage. The data collected, analyzed and computed led to the conclusion that inadequate funding, lack of political will, institutional corruption, inadequate data on teacher training need gap, political instability, unstable educational policies, favoritism, improper planning of staff development programme and high cost of training are the constraints to effective teacher development in Secondary Schools in Federal Capital Territory, Abuja. From the above conclusion, the paper hereby recommended that the government should increase the funding of professional development programme of secondary school teachers in FCT.

AbstractTeach For America (TFA) is an important but controversial source of teachers for hard‐to‐staff subjects in high‐poverty U.S. schools. We present findings from the first large‐scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math teachers in the same schools, increasing student math achievement by 0.07 standard deviations over one school year. Addressing concerns about the fact that TFA requires only a two‐year commitment, we find that TFA teachers in their first two years of teaching are more effective than more experienced non‐TFA teachers in the same schools.