Literaturnachweis - Detailanzeige
| Autor/in | Hawk, Parmalee P. |
|---|---|
| Titel | A Study of Beginning Traditionally Prepared Teachers and Beginning Alternatively Licensed Teachers: Presentation Skills and Students' Achievements. |
| Quelle | (2002), (26 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Alternative Teacher Certification; Beginning Teachers; Classroom Techniques; Higher Education; Intermediate Grades; Preservice Teacher Education; Secondary Education; Teacher Competencies; Teacher Evaluation; Teacher Influence; Teaching Skills; North Carolina |
| Abstract | This study investigated whether there was a difference in student achievement in the content areas between students in grades 6-12 who were taught by beginning teachers who were education graduates and students in grades 6-12 taught by beginning teachers who held degrees in areas other than education. It also examined whether there was a difference in the professional skills between these two groups. Participants were 20 beginning North Carolina teachers, their 375 students, and two observers/raters. A pre-posttest design was used to measure student academic achievement. Classroom performance of each teacher was assessed using the revised North Carolina Performance Appraisal Instrument. Classroom observation focused on management of instructional time, management of student behavior, instructional presentation, instructional monitoring, and instructional feedback. At the end of the school year, teachers completed questionnaires regarding their perceptions of support and assistance from the school system and reported their intent to remain in teaching and return to their school. Overall, results found no significant differences in student achievement or teaching behaviors between the two groups. Most teachers planned to return to their school the next year, and most reported having staff development in classroom management. (Contains 26 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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