Literaturnachweis - Detailanzeige
Autor/inn/en | Ko, James; Sammons, Pamela |
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Institution | CfBT Education Trust (United Kingdom); Hong Kong Institute of Education (China); University of Oxford (England), Department of Education |
Titel | Effective Teaching: A Review of Research and Evidence |
Quelle | (2013), (56 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 978-1-907496-67-7 |
Schlagwörter | Teacher Effectiveness; Teacher Characteristics; Teaching Methods; Classroom Techniques; Definitions; Educational Research; Knowledge Base for Teaching; Models; Theories; Effective Schools Research; Measurement; Elementary Secondary Education Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Begriffsbestimmung; Bildungsforschung; Pädagogische Forschung; Teaching theory; Theory of teaching; Unterrichtstheorie; Analogiemodell; Theory; Theorie; Schulforschung; Messverfahren |
Abstract | Teachers are one of the key elements in any school and effective teaching is one of the key propellers for school improvement. This review is concerned with how to define a teacher's effectiveness and what makes an effective teacher. It draws out implications for policymakers in education and for improving classroom practice. Teacher effectiveness is generally referred to in terms of a focus on student outcomes and the teacher behaviours and classroom processes that promote better student outcomes. This review, based upon research evidence, suggests that effective teachers: (1) are clear about instructional goals; (2) are knowledgeable about curriculum content and the strategies for teaching it; (3) communicate to their students what is expected of them, and why; (4) make expert use of existing instructional materials in order to devote more time to practices that enrich and clarify the content; (5) are knowledgeable about their students, adapting instruction to their needs and anticipating misconceptions in their existing knowledge; (6) teach students meta-cognitive strategies and give them opportunities to master them; (7) address higher- as well as lower-level cognitive objectives; (8) monitor students' understanding by offering regular appropriate feedback; (9) integrate their instruction with that in other subject areas; and (10) accept responsibility for student outcomes. The review shows that in order to achieve good teaching, good subject knowledge is a prerequisite. Also, the skilful use of well-chosen questions to engage and challenge learners, and to consolidate understanding, is an important feature, as is the effective use of assessment for learning. It goes on to identify a number of characteristics of good schools, suggesting they: (1) establish consistency in teaching and learning across the organisation; (2) engender a culture of professional debate and developmental lesson observation; (3) rigorously monitor and evaluate what they are doing; (4) prioritise the teaching of literacy, especially in a child's early years; and (5) focus on the needs, interests and concerns of each individual learner. [This report was written with Linda Bakkum.] (ERIC). |
Anmerkungen | CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: researchenquiries@cfbt.com; Web site: http://www.cfbt.com/research |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |