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Descriptors:
Work Environment; Vocational Education Teachers; Teaching Methods; College Instruction; Immigrants; Student Diversity; Constructivism (Learning); Intervention; Faculty Development; Teacher Competencies; Vocational Education; Intercultural Communication; Cultural Pluralism; Multicultural Education

Abstract:
Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare immigrant students for working life? What challenges related to intercultural competence do teachers preparing immigrant students for working life face? The theoretical background lies in cultural-historical activity theory, developmental work research and in the concept of intercultural competence. The change laboratory method used in study is a formative intervention method evolved within developmental work research. The data comprised two change laboratories organised at the same vocational college in 2001 and 2011. The results showed that teachers' work with multicultural students and groups can be developed by following five perspectives: preparation, reflection, contribution, guidance and responding. Intercultural competence is constructed contextually and is intertwined with activities such as teaching, facilitating students' learning and cooperating with wor kplaces. The participants of the change laboratories experienced it as a good instrument for their intercultural work. Based on the results, some implications are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Faculty Development; Career Development; Merit Pay; Teacher Improvement; Educational Quality; Teacher Evaluation; Evaluation Methods; Teaching Skills; State Standards; Teacher Competencies; Feedback (Response)

Abstract:
Managed and supported by the National Institute for Excellence in Teaching (NIET), TAP: The System for Teacher and Student Advancement was introduced in 1999 to attract, motivate, and retain talent in teaching by providing opportunities for career advancement, professional development, evaluation, and performance-based compensation. Each of TAP's four elements reinforces the others to form an aligned, interconnected support system for educators with the ultimate goal of improving learning gains for all students. TAP's approach to teacher evaluation has two equally important goals: accurately measuring teacher performance and improving teacher skills through individualized and intensive support. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Effectiveness; Accountability; Foreign Countries; Models; Human Capital; Labor Force Development; Achievement Gains; Merit Rating; Adoption (Ideas); Technology Transfer; Teacher Effectiveness; Educational Policy; Context Effect; Educational Quality; Quality Assurance; Quality Control; Performance Factors; Best Practices; Comparative Education; Evaluation Criteria; Evaluation Methods; Teacher Evaluation; Program Evaluation

Abstract:
The government of Ireland, like many European countries, is currently under severe pressure from external forces to grow the economy. One possible way to maintain and grow its economy is through the production of a highly educated and globally competitive workforce. In an effort to develop such a workforce, the government, through the Department of Education, is considering ways to increase accountability in its schools. This paper examines value-added accountability systems used in the USA and raises critical questions about their perceived value for Irish schools. (Contains 5 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Best Practices; Teacher Evaluation; Faculty Development; Teacher Effectiveness; Teacher Improvement; Models; Teacher Collaboration; Standards; Student Evaluation; Classroom Techniques; Teacher Participation; Teacher Education

Abstract:
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that good--often excellent--teachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a "teaching and learning system" that supports continuous improvement, both for individual teachers and for the profession as a whole. This groundbreaking book: (1) Presents a comprehensive teacher evaluation system based on research and best practices; (2) Describes a variety of models from across the United States that base evaluations on an assessment of classroom practice in light of professional standards, an array of student work, and active participation in the professional community; (3) Explains how teacher peers become part of the evaluation and support system; and (4) Demonstrates how to create a fair and substantiated process for removal of teachers who can't improve. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperating Teachers; Rewards; Teacher Competencies; Beginning Teachers; Teacher Evaluation; Models; Team Teaching; School Districts; Mentors; Student Teaching; Student Teachers

Abstract:
With state and national policymakers eyeing ways to improve teacher preparation, a handful of education programs are becoming more intentional about how such "cooperating" teachers--as they're known in the lingo of teacher preparation--are selected and trained. That interest could grow as programs wrestle with the finer points of how to transform student-teaching from a haphazard, sometimes hastily tacked-on experience to the central component of preparation. The challenges seem to begin with the selection of cooperating teachers, a process that is often left to districts. There are other obstacles, too. For cooperating teachers, the rewards for taking on a teacher-candidate are generally paltry, and new teacher-related policies have added wrinkles: A nationwide push to make teacher evaluation more rigorous, sometimes using test scores as a factor, has made teachers hesitant to invite novices into their classrooms, educators say. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Faculty Development; Teacher Competencies; Teacher Behavior; Teaching Skills; Models; Holistic Approach; Teacher Education; Knowledge Base for Teaching; Educational Quality; Teacher Qualifications

Abstract:
Both contemporary popular and scholarly discourse on teacher development and evaluation assumes the truth of a certain view of normative human behavior, one that holds that skill in a given domain is predicated upon the application of maxims, rules, or principles in a given situation. Such a view would allow one to isolate behaviors associated with expert practice, distill the rules that give rise to them, and both develop new teachers and evaluate practicing teachers on the basis of such maxims. In this essay, Derek Gottlieb argues that the phenomenon of skillful teaching, and studies thereof, expose the inconsistencies and confusion underlying this model, encouraging the field generally to consider alternative holistic accounts of expert teacher practice as we seek to train and appraise great teachers. (Contains 31 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Persistence; Academic Support Services; Access to Computers; Access to Education; Access to Information; Accounting; Acoustics; Administration; Adolescents; Alignment (Education); Appropriate Technology; Art Teachers; Artificial Intelligence; At Risk Students; Attention; Autism; Automation; Barriers; Behavior Change; Biology; Books; Brain; Business Administration Education; Business; Calculus; Career Exploration; Career Readiness; Case Studies; Causal Models; Cerebral Palsy; Change Agents; Classification; Classroom Communication; Classroom Environment; Client Server Architecture; Cognitive Processes; Cognitive Science; Cognitive Structures; Cognitive Style; Collaborative Writing; College Faculty; College Freshmen; College Instruction; College Readiness; College Students; Color; Communication (Thought Transfer); Communication Skills; Communications; Communities of Practice; Community Development; Comparative Analysis; Competition; Computer Assisted Instruction; Computer Assisted Testing; Computer Games; Computer Interfaces; Computer Literacy; Computer Mediated Communication; Computer Networks; Computer Science Education; Computer Science; Computer Security; Computer Simulation; Computer Software; Computers; Concept Mapping; Constructivism (Learning); Content Analysis; Context Effect; Conventional Instruction; Cooperation; Cooperative Learning; Corporate Education; Correlation; Cost Effectiveness; Creativity; Criteria; Critical Thinking; Cues; Curriculum Design; Curriculum; Data Analysis; Data Collection; Data Processing; Data; Database Management Systems; Decision Making; Delivery Systems; Design; Development; Difficulty Level; Disabilities; Discovery Learning; Distance Education; Educational Research; Down Syndrome; Dropouts; Ecology; Editing; Educational Assessment; Educational Attainment; Educational Environment; Educational Finance; Educational Games; Educational Media; Educational Objectives; Educational Practices; Educational Psychology; Educational Quality; Educational Resources; Educational Technology; Electronic Learning; Electronic Publishing; Electronics; Elementary Education; Elementary Secondary Education; Emotional Response; Energy; Engineering; English (Second Language); Entrepreneurship; Environmental Education; Epistemology; Equipment; Evaluation Methods; Evaluative Thinking; Evidence; Exhibits; Expertise; Eye Movements; Faculty Development; Feedback (Response); Foreign Countries; Foreign Policy; Forestry; Formative Evaluation; General Education; Geographic Location; Global Approach; Goal Orientation; Graduate Students; Grammar; Grounded Theory; Group Dynamics; Group Experience; Group Membership; Handheld Devices; Heterogeneous Grouping; High School Students; High Schools; High Stakes Tests; Higher Education; Holistic Approach; Hypermedia; Identification; Imagination; Immigration; Indexing; Indigenous Populations; Influence of Technology; Informal Education; Information Dissemination; Information Literacy; Information Management; Information Retrieval; Information Science; Information Seeking; Information Skills; Information Storage; Information Technology; Inquiry; Instruction; Instructional Design; Instructional Effectiveness; Integrated Learning Systems; Interaction; Interdisciplinary Approach; Internet; Interpersonal Communication; Interpersonal Relationship; Interrater Reliability; Intervention; Introductory Courses; Italian; Item Banks; Kindergarten; Knowledge Level; Laboratories; Laboratory Equipment; Language Role; Learner Engagement; Learning Activities; Learning Experience; Learning Motivation; Learning Processes; Learning Theories; Learning; Lexicography; Lifelong Learning; Likert Scales; Literacy; Logical Thinking; Man Machine Systems; Mathematical Logic; Mathematical Models; Mathematics; Metacognition; Metadata; Middle School Students; Mixed Methods Research; Models; Motivation; Multimedia Materials; Museums; National Programs; Native Speakers; Natural Language Processing; Nonprint Media; Norwegian; Novices; Official Languages; Online Courses; Online Searching; Open Source Technology; Opportunities; Outcomes of Education; Ownership; Pattern Recognition; Peer Evaluation; Peer Relationship; Performance Based Assessment; Personal Autonomy; Personality Traits; Physical Environment; Pilot Projects; Planning; Play; Prediction; Predictor Variables; Preservice Teacher Education; Preservice Teachers; Prior Learning; Privacy; Probability; Problem Based Learning; Problem Solving; Production Techniques; Programming; Public Agencies; Public Policy; Questioning Techniques; Reading Improvement; Reference Materials; Reflection; Relevance (Education); Religious Education; Research Methodology; Role Playing; Scaffolding (Teaching Technique); Schemata (Cognition); Scholarship; School Policy; Science Activities; Science Process Skills; Scientific Methodology; Scores; Search Engines; Second Language Instruction; Second Language Learning; Secondary Education; Secondary School Science; Secondary School Students; Selection; Self Control; Self Evaluation (Individuals); Semantics; Semi Structured Interviews; Semitic Languages; Sharing Behavior; Simulated Environment; Social Behavior; Social Networks; Social Studies; Social Support Groups; Social Systems; Special Needs Students; Stakeholders; Standards; Story Telling; Strategic Planning; Student Attitudes; Student Behavior; Student Centered Curriculum; Student Characteristics; Student Empowerment; Student Evaluation; Student Improvement; Student Motivation; Student Surveys; Students; Study Habits; Summative Evaluation; Summer Schools; Sustainability; Synthesis; Systems Analysis; Taxonomy; Teacher Influence; Teacher Student Relationship; Teaching Methods; Teaching Skills; Teamwork; Technical Education; Technical Occupations; Technological Advancement; Technology Integration; Technology Uses in Education; Telecommunications; Test Reliability; Tests; Textbooks; Theory Practice Relationship; Thinking Skills; Time Management; Time; Tutoring; Tutors; Underachievement; Undergraduate Students; Users (Information); Video Technology; Virtual Classrooms; Visual Aids; Visual Environment; Visual Literacy; Visualization; Vocabulary Development; Water Quality; Web 2.0 Technologies; Web Sites; Weighted Scores; Workshops; World Views; Writing Improvement

Abstract:
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Participation; Coaching (Performance); Literacy Education; Urban Schools; Faculty Development; Cooperation; Teacher Collaboration; Longitudinal Studies; Program Effectiveness; Teacher Competencies; Elementary School Teachers; Instructional Leadership; Power Structure; Individual Characteristics; Context Effect; Trust (Psychology)

Abstract:
Many major urban districts have committed large investments to school-based professional development anchored in the work of literacy coaches. At base is a shared belief that instructional coaches are key levers for improvement. Yet, clinical accounts of the role of an instructional coach suggest that this is a complex practice to implement well. This article seeks to add to this literature through a theory-based quantitative investigation of literacy coaching as enacted in a mature school reform initiative. We examine teachers' actual exposure to Literacy Collaborative coaching and analyze the variability in this exposure both within and between schools. We theorize about the factors at both the individual and school organizational levels that might contribute to this observed variability and test the predictive power of these ideas using data from a longitudinal study of 250 teachers in 17 schools. (Contains 2 figures, 4 tables, and 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Leadership; Models; Educational Needs; Teacher Education Programs; Interviews; Teacher Competencies; Professional Development Schools; Change Strategies; Educational Change; Alternative Teacher Certification; Educational Policy; Teacher Recruitment; Job Satisfaction; Teacher Evaluation; Evaluation Methods; Beginning Teacher Induction; Knowledge Base for Teaching

Abstract:
In this wide-ranging interview with Educational Leadership, Stanford University Professor of Education Linda Darling-Hammond discusses the kind of preparation and support new teachers need to survive their critical first years in the classroom. Among her central recommendations are more intensive mentoring that lasts through the first year of teaching; solid preparation that meshes field work with course work; and attracting the right kind of candidates by investing in development programs and paying costs for candidates to get preparation. She also weighs the pros and cons of alternative models of preparation against the reason they exist. In conclusion, she comments on the current teacher-bashing and test reliance that are creating an "anti-profession" and undermining the enterprise of teaching. (Contains 5 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; Outcomes of Education; Academic Achievement; Teacher Effectiveness; Team Teaching; School Effectiveness; Achievement Gains; Empowerment; Professional Development; Teacher Salaries; Teacher Evaluation; Standardized Tests; State Standards; Attendance Patterns; Grades (Scholastic); Computation; Models; Scores; Student Characteristics; Peer Influence; Class Size; School Choice; Academic Standards; Evaluation Methods; Mathematics Achievement; Reading Achievement; Teacher Competencies

Abstract:
At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica has developed value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The authors' work in estimating value-added in Pittsburgh supports the larger, joint efforts of PPS and the PFT to "empower effective teachers" through evaluation, professional development, and compensation. Pittsburgh's VAMs use not only state assessments but also course-specific assessments, student attendance, and course completion rates, thereby aiming to produce estimates of the contributions of teachers and schools that are fair, valid, reliable, and robust. The findings in this report suggest that the VAM estimates provide meaningful information about teacher and school performance in Pittsburgh. The VAM results for individual schools and teachers have been reported to them privately. The first three chapters of this report describe the student outcomes that are used in Pittsburgh's VAMs (Chapter II); enumerate the information on students that is used to predict their performance and account for factors outside the control of the teacher or school (Chapter II); discuss the technical details of the VAMs (Chapter III); and explain some of the limitations of the VAMs (Chapter IV). The last four chapters of the report explain how VAMs for each student outcome are combined to create a series of composite measures for each school (Chapter V); describe the process for locating the performance of Pittsburgh's schools in the statewide distribution of value-added (Chapter VI); present summary statistics related to VAM results for Pittsburgh schools and teachers (Chapter VII); and discusses the application of VAMs for use in two programs designed to recognize and reward outstanding performance: the Promise-Readiness Corps and Students and Teachers Achieving Results (STAR) (Chapter VIII). (Contains 15 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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