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Descriptors:
Teaching Methods; Teacher Recruitment; Social Studies; Teacher Characteristics; Foreign Countries; Effect Size; Knowledge Base for Teaching; Secondary School Teachers; History; Teacher Attitudes; Pedagogical Content Knowledge; Teacher Background

Abstract:
Case studies have pointed out that teachers' disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly affect teachers' knowledge, conceptions about the discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers' subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers' subject matter knowledge and pedagogy. (Contains 7 tables and 1 note.) 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:
Factor Analysis; Cognitive Processes; Foreign Countries; Novelty (Stimulus Dimension); Creativity; Young Children; Preschool Teachers; Teacher Attitudes; Problem Solving; Teacher Characteristics; Teacher Education Programs; Preschool Education

Abstract:
The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal attributes. Early childhood teachers in Hong Kong ascribed high importance to these dimensions as defining characteristics of creativity, with a person's cognitive processes and personal attributes being ascribed relatively more important while product as relatively less importance. In particular, imagination, multiple perspectives and curiosity were perceived as very important concepts of creativity. Teachers with different teaching backgrounds shared very similar conceptions of creativity. Significant results were found with regard to product only. The findings have implications for early childhood teacher education programmes and professional development in Hong Kong. (Contains 3 tables and 2 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:
Comparative Analysis; Gender Differences; Cultural Differences; Conflict; Depression (Psychology); Teacher Characteristics; Foreign Countries; Student Characteristics; Teacher Student Relationship; Correlation; Cross Cultural Studies; Psychological Patterns; Mental Disorders; Young Children

Abstract:
The purpose of the current study was to investigate variations in teacher-child relationships in childcare classrooms in Budapest, Hungary (N = 172 children in 43 classrooms), and to examine whether variations were associated with child and/or teacher characteristics. In addition, cultural variation was examined with reference to an American comparison group (N = 36 children in nine classrooms). Teacher-child relationships were found to vary in the in levels of closeness, conflict and over-dependence. There was more variation within as opposed to between classrooms, indicating that child attributes play an important role in teacher-child relationships. Girls had better relationships with their teachers than boys, characterised by higher levels of closeness and lower levels of conflict. Higher levels of shyness were associated with more conflicted teacher-child relationships for boys, and less conflicted ones for girls. Teachers with higher levels of neuroticism and depression tended to report more conflicted relationships with children. Hungarian teachers reported more closeness in their relationships with younger children, whereas American teachers reported higher levels of relationship closeness with older children. Hungarian teachers reported higher levels of over-dependence of the children in their classrooms than did American teachers. Educational implications as well as limitations and recommendations for future research are discussed. (Contains 9 tables, 2 figures, and 3 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:
Teacher Selection; Teaching Methods; Caring; Public Schools; Teacher Characteristics; Principals; Classroom Techniques; Teaching Skills; Mixed Methods Research; Administrator Attitudes; Interviews; Online Surveys; Teacher Behavior; Pedagogical Content Knowledge; Urban Schools

Abstract:
Purpose: Relatively little is known about how principals make decisions about teacher hiring. This article uses mixed methods to examine what characteristics principals look for in teachers. Research Methods: Data were gathered using a mixed method approach, including in-depth interviews with a representative sample of 31 principals as well as an online survey of 368 principals in the Chicago Public Schools. Data analysis techniques included both qualitative analysis to look for patterns and themes and exploratory regression analysis of surveys to examine variation in preferences across school and principal characteristics. Findings: Results indicate that principals focus on behaviors and skills rather than qualifications. Principals report looking for teachers who care about students, have content knowledge, are willing to go beyond contractual obligations, and have classroom management skills. Principals, in general, talk extensively about caring, classroom management, and willingness to "give extra," while most say little about content knowledge or teaching skills. Preferences vary substantially across low- and high-achieving schools. Implications: Whether the skills and behaviors that principals report focusing on during the teacher-hiring process are those that will benefit their students most is an important question, particularly because even ineffective teachers are rarely dismissed from public schools. (Contains 4 tables and 5 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:
Adult Learning; Jews; Teacher Characteristics; Clergy; Adult Educators; Religious Education; Profiles; Empowerment; Interpersonal Relationship

Abstract:
Almost no literature in the academic field of Jewish education exists that studies congregational rabbis as teachers of adults. This article seeks to contribute to filling the gap in the extant literature base. Using portraiture, the study describes and analyzes the aims of rabbinic teaching of adults in a synagogue setting. The findings suggest that regularly facilitating learners' intellectual and religious development, democratically guiding their communities' evolution through an emphasis on learning, and collaboratively joining their congregants in shaping the construction of personal and communal Jewish narratives are central aims of congregational rabbinic teaching of adults. (Contains 2 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; Individual Characteristics; Language Skills; Class Size; College Freshmen; Remedial Instruction; Influences; Mathematics Skills; Foreign Countries; Gender Differences; Teacher Characteristics; Age Differences; College Faculty

Abstract:
In this paper, we analyze class size effects on college students exploiting data from a project offering special remedial courses in mathematics and language skills to freshmen enrolled at an Italian medium-sized public university. To estimate the effects of class size, we exploit the fact that students and teachers are virtually randomly assigned to teaching classes of different sizes. From our analysis, it emerges that controlling for a number of individual characteristics, larger classes determine a significant and sizeable negative effect on student performance in mathematics. Importantly, this negative effect is significantly larger for low-ability students and negligible for high-ability ones. On the other hand, class size effects do not appear to be relevant for student achievement in language skills. (Contains 2 figures, 5 tables, and 3 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:
Evidence; Resistance to Change; Instructional Leadership; Foreign Countries; Principals; Educational Change; Vocational High Schools; School Restructuring; Correlation; Educational Policy; Teacher Attitudes; Administrator Attitudes; Teacher Characteristics; Administrator Characteristics; Secondary School Teachers

Abstract:
Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process. (Contains 5 tables and 10 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:
Science Teachers; Biology; Teacher Characteristics; Knowledge Base for Teaching; Pedagogical Content Knowledge; Measures (Individuals); Test Construction; Test Validity; Test Reliability; Item Response Theory

Abstract:
Research on teachers' professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge--such as the Learning Mathematics for Teaching (LMT) (Hill et al. 2004), the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students' Mathematical Literacy (COACTIV) (Baumert et al. 2010), and the Mathematics Teaching in the 21st Century (MT21) (Schmidt et al. 2007) studies--have been conducted in the field of mathematics teachers' pedagogical content knowledge (PCK) and content knowledge (CK). There have been few comparable studies conducted with science teachers, especially biology teachers. To fill the gap, this study examines the development and use of instruments to measure biology teachers' CK and PCK. In particular, this study describes a method to develop reliable, objective, and valid instruments measuring teachers' CK and PCK in four steps by the use of empirical data of students. Additionally, the study explores whether CK and PCK might be measured as separate knowledge categories by using a paper-and-pencil test. This paper presents a theoretical model that guides test development and provides steps to develop and validate the instruments. Details are also provided regarding the computation of the Rasch scale score measures for 158 biology teachers. The results indicate that the instruments measured teachers' CK and PCK in an objective, valid, and reliable way. This suggests that the new instruments can be used in combination with classroom observations to examine teaching quality and further its relation to student learning. 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 Effectiveness; Principals; Personality; Nonparametric Statistics; Expertise; Teacher Competencies; Integrity; Teachers; Pedagogical Content Knowledge; Teacher Characteristics; Statistical Analysis; Contracts; Measures (Individuals)

Abstract:
This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests, Kruskal-Wallis and Mann Whitney U, were used to statistically analyze group responses. Principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and they prioritized the importance of instructional skills in deciding whether to non-renew a teacher contract. Principals identified teacher integrity, dependability, and honesty as important dispositions. The studies' findings are important for universities that prepare preservice teachers and also for the planning of professional development initiatives. The study findings suggest that principals tend to view dispositions as personality characteristics rather than as teacher competencies and that teacher expertise in both subject content and pedagogy must be woven together. (Contains 3 tables.) 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:
Standardized Tests; Test Results; Elementary School Teachers; Self Efficacy; Information Utilization; Teacher Characteristics; Knowledge Level; Evaluation Methods; Measurement Techniques; Measures (Individuals); Academic Achievement

Abstract:
Educational standardized testing impacts millions of children and educational professionals each year. In the current accountability climate, an effective educational system depends on professionals who are literate in assessment and can take the appropriate actions in response to test results. Measurement researchers should begin to focus more attention on how teachers use assessment results, what skills teachers possess, and what teachers believe they can do in working with test results. This study examined elementary teacher knowledge and self-efficacy in measurement concepts through a random sample of teachers in the state of Washington. Teachers had greater success with skills related to basic measurement concepts compared to using test scores for informed decisions. No relationship was found between years of teaching and measurement knowledge or self-efficacy. However, teachers showing interest in resources for communicating test results to parents had lower self-efficacy compared to teachers not interested in resources. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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