Education Commons^™

Three Learning Contexts As Paths To Preservice Instrumental Music Teachers' Score Analysis, Rehearsal Planning, And Instructional Readiness: An Exploratory Study In Professional Development, Jennifer Lee Pulling

LSU Doctoral Dissertations

Despite an abundance of evidence-based research pointing to the effectiveness of long-term teacher professional development (PD) (Darling-Hammond, Hyler & Gardner, 2017; Desimone, 2009), instrumental music teachers who seek to improve their teaching practices are limited to and often prefer short-term PD opportunities (Bauer, 2007; West, 2020). In recent years, a growing knowledge base focused on music teacher PD has given attention to long-term, content-based and collaborative music PD (Conway, 2015; Kastner, 2014; Stanley, Snell & Edgar, 2014) while a dearth of evidence-based research exists on short-term music PD (Bauer, 2007; West, 2020). The purpose of this collective case study was …

Rethinking Measurement For Accountable Assessment, Mark Wilson

2021-2030 ACER Research Conferences

The underlying model for most formal educational measurement (e.g. standardised tests) is based on a very simple model: the student takes a test (possibly alongside other students). The complications of there being an instructional plan, actual instruction, interpretation of the outcome, and formulation of next steps, are all bypassed in considering how to model the process of measurement. There are some standard exceptions, of course: a pre-test/post-test context will involve two measurements, and attention to gain score, or similar. However, if we wish to design measurement to hold to Lehrer’s (2021) definition of ‘accountable assessment’ – as ‘actionable information for …

Developing An Assessment Of Oral Language And Literacy: Measuring Growth In The Early Years, Dan Cloney, Kellie Picker

2021-2030 ACER Research Conferences

Children develop rapidly in their early years. A crucial component of this development is a child’s ability to learn and use language. Even before they enter formal education, children have learned much about oral language and literacy through meaningful interactions with others, and from their life experiences. Children, however, do not develop at the same pace – some children arrive in early childhood education and care (ECEC) programs more advanced while others require additional support. Recent reviews of the assessment tools available to ECEC educators show a lack of good quality measurement and a reliance on checklist style inventories or …

The Post-Observation Conference: An Exploration Of Feedback Strategies, Dennis M. Fare

Graduate Theses and Dissertations

The post-observation conference is valuable, dedicated time for a teacher to focus their discussion on their own instruction and instructional delivery. This experience serves as an opportunity for the teacher to review the details of a lesson with their observer, while also reflecting on teaching practices. Not only does the post-observation provide the teacher with accolades regarding their teaching performance, but it is also an exchange where the teacher can reflect and is provided with critical feedback to improve instructional execution moving forward. The purpose of this qualitative study is to explore those strategies and conditions that prompt teachers to …

Think Aloud Modeling: Expert And Coping Models In Writing Instruction And Literacy Pedagogy, Zoi A. Traga Philippakos

The Language and Literacy Spectrum

Abstract

The purpose of this paper is to review the utility of think alouds in writing instruction and highlight the function of think-aloud modeling in the development of cognitive and metacognitive strategies that support learners’ independence. For these purposes, modeling with coping is also explained. Coping models, in which teachers encounter challenges and show how to resolve them using specific strategies, are more effective than expert models according to which tasks are completed at a level of mastery. The paper reviews learning theories and focuses on specific practices that can support learners’ self-regulation through the use of models that verbalize …

Development Of Musical Thinking In Students In The System Of Continuing Education As A Pedagogical Problem, Muslim Abilov

Mental Enlightenment Scientific-Methodological Journal

The article is devoted to the peculiarities of the implementation of pedagogical tasks in the development of students' musical thinking in the system of lifelong education.

All It Takes Is One Click To Join Me On A "Meet": The Positive Impact Of Technology On Peer Observations In The Virtual Learning Environment, Jamie Silverman

Current Issues in Middle Level Education

Abstract

Physically stepping foot into the middle and high school classroom is the opportunity teacher candidates (TCs) look most forward to as they enter their final year in our middle and secondary teacher preparation program. It is in this internship year when TCs practice the theory they have learned and start making their own pedagogical choices. The internship year and its experiences are recognized by AMLE Standard 1: “Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice” (AMLE, 2012). The question …

Peer Observation: A Collaborative And Mutually Rewarding Activity, Deepali Dharmaraj

Teacher India

Peer observation is an effective tool for improving teaching instructions and career development, says Deepali Dharmaraj.

Peer Observation: Enhancing The Experience Of Giving And Receiving Feedback, Deepali Dharmaraj

Teacher India

In this article, Deepali Dharmaraj explores the role of feedback in the context of peer observation and identifies key principles and practices that enable the experience to be mutually beneficial for both the observer and observed.

The Impacts Of Peer Observation Roles And Teaching Characteristics On Teacher Self-Efficacy: A Secondary Data Analysis Study Using The Talis Survey, Elisa Tedona

Theses and Dissertations

It is important for teachers to have a high sense of self-efficacy, as it is one of the prime motivational forces influencing student learning, teacher quality, and in turn, overall success (Curry, 2015; Hattie, 2009; Klassen & Chiu, 2010). Teachers with high self-efficacy work harder, are more involved in learning, and have higher assurance (Bandura, 1994). For these reasons, it is imperative to study the influencers of teacher self-efficacy. Peer observations and observational feedback, a highly used practice in all schools, is one of those influencers. This cycle of observations and feedback provided to teachers is influential to teacher self-efficacy …