NCCRESt

part of the Education Reform Networks

You are in: Subject —>

Teacher Effectiveness

• Haitian Creole Language and Bilingual Education in the United States: Problem, Right, Or Resource?
  Examines the issue of meaningful education for Creole-speaking students, particularly Haitians, in the context of U.S. bilingual programs.
• Issues in Curriculum and Instruction: Effects of Multiculturalism on the Community College Curriculum
  Multicultural education relates to the infusion of all cultures into the current standard curriculum. Culture consists of ways of thinking, values, reactions to problems and situations, and many other things.
• Literacy and Effective Teaching in Diverse Classrooms
  This study explored the ways in which English educators could most effectively plan and implement their teaching to best serve the multi-literacies of the diverse student populations in today's schools.
• Literacy and Effective Teaching in Diverse Classrooms
  This study explored the ways in which English educators could most effectively plan and implement their teaching to best serve the multi-literacies of the diverse student populations in today's schools. The researcher conducted interviews with classroom English teachers and teacher educators in north Alabama to gain the participants' perceptions of their effectiveness in teaching diverse literacies, opportunities for practicing effective strategies and pedagogical skills, and opportunities for improving teaching and learning and professional development.
• Multicultural Reflection
  This paper examines how people reflect, individually and collaboratively, in different cultural contexts, discussing the consequences for teacher education. The paper suggests that the ways in which people reflect individually are shared across cultures, but the ways in which people reflect together are structured differently by their varied cultures, and this may have important consequences for teacher education since student teachers come from diverse cultures.
• Professional development schools: A balanced wheel makes it better for everyone
  Discusses the collaborative efforts of a team of elementary school and university educators working within the context of a professional development school (PDS) to foster culturally responsible pedagogy, inspire reflective practice, and enhance student performance. Concludes that the PDS experience increases teacher effectiveness and accountability.
• Teacher Effectiveness and Computer Assessment of Reading: Relating Value Added and Learning Information System Data
  The Tennessee Value-Added Assessment System (TVAAS) has for several years used the largest longitudinally merged database of student achievement data in the USA to generate estimates of school system, school, and teacher effects on indicators of student learning in a number of subjects, including reading comprehension.
• Teacher quality: A report on the preparation and qualifications of public school teachers
  Focuses on teachers' preservice qualifications, continued learning, and workplace support. Examines and provides a context for teachers' feelings of preparedness to meet new challenges posed by education reforms, technological changes, and increased student diversity.
• Teacher retention, teacher effectiveness, and professional preparation: A comparison of professional development school and non-professional development school graduates
  Compared Professional Development School (PDS) and non-PDS graduates regarding retention in teaching, teaching effectiveness, and perceptions of professional preparation.
• Teachers' Perspectives on Their Work with Families in a Bilingual Community
  Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting.
• Teaching and knowledge:Policy issues posed by alternative certification for teachers
  Assesses the design and potential outcomes of alternate route teacher certification programs, noting their perspectives and assumptions about teaching knowledge, teacher preparation, and the relationship to student learning. Alternate routes will be considered successful to the extent that they improve teacher preparation while working in concert with state policies.