Experienced teachers avoid challenging schools

Teachers have an important role in the development of an education of quality in Secondary Education schools. School failure continue being a persistent phenomenon in Spain and Castilla La Mancha. School Risk perspective is a proposal that allows to recognize factors in the construction of school failure in the pass of the student through the educational system. It is presented a descriptive-interpretative research from the theorical perspective of Productive Pedagogies to know the school risk factors from teacher’s perspective of 11 Secondary Education schools of Albacete region. It is observed a low perspective in diversity attention and learning contextualization. Teachers plan the pedagogical practice in relation to the average student in ordinary or PMAR classrooms. Less experienced teachers have a favorable perception in some factor about quality teaching. Teachers from schools with a high sociocultural and economic level present an integral and collaborative teaching style as opposed to middle and low-level schools.

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Phenomenological Research on Elementary School Female Teachers’ Experience of Multiple Roles: Focusing on experienced teachers in their 40’s

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2017.17.14.517 ◽

2017 ◽

Vol 17 (14) ◽

pp. 517-544

Author(s):

Jeong-hee Lee ◽

◽

Hee-sue Kim ◽

Keyword(s):

Elementary School ◽

Phenomenological Research ◽

Multiple Roles ◽

Experienced Teachers ◽

Female Teachers

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Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

Sustainability ◽

10.3390/su13158610 ◽

2021 ◽

Vol 13 (15) ◽

pp. 8610

Author(s):

Chung Kwan Lo ◽

Gaowei Chen

Keyword(s):

Professional Development ◽

Activity Theory ◽

Mathematics Teachers ◽

Classroom Discourse ◽

Learning Analytics ◽

Visual Learning ◽

Development Program ◽

Experienced Teachers ◽

Classroom Talk ◽

Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

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Has the Allocation of Certain Teachers Impacted Student Achievement and Upward Economic Mobility? The Case of Forsyth County, NC Elementary Schools

Education and Urban Society ◽

10.1177/0013124520972678 ◽

2020 ◽

pp. 001312452097267

Author(s):

Zachary D. Blizard

Keyword(s):

Elementary Schools ◽

Economically Disadvantaged ◽

Local System ◽

Experienced Teachers ◽

Economic Mobility ◽

High Performing Schools ◽

High Performing ◽

Disadvantaged Children ◽

Forsyth County ◽

Inexperienced Teacher

Forsyth County, North Carolina has one of the lowest rates of upward economic mobility in the entire United States. Researchers find that one of strongest correlates of upward mobility is the quality of schools in the local system. Using 2018 and 2017 NC Public School Report Card (SRC) data for Forsyth County elementary schools, I find that the percentage of experienced teachers at a school is a significant predictor of school performance. At high-performing schools, a much larger share of their faculties consist of highly experienced and educated teachers, compared to low-performing schools that predominately serve economically disadvantaged children. Experienced and high-quality teachers can have significant long-term impacts on elementary school children, especially those who come from underprivileged families. Yet in Forsyth County, schools with greater shares of economically disadvantaged children have lower percentages of teachers with these characteristics. I argue that the Forsyth County school system can assist in reversing low mobility rates by allocating more experienced teachers toward low-performing elementary schools that serve mostly disadvantaged children. This will insure that these schools have higher experienced-to-inexperienced teacher ratios, while also helping to reduce teacher turnover.

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Preprofessional students' beliefs about learning physics

Canadian Journal of Physics ◽

10.1139/p00-006 ◽

2000 ◽

Vol 78 (1) ◽

pp. 73-78 ◽

Cited By ~ 1

Author(s):

Jan van Aalst ◽

Tony Key

Keyword(s):

High School ◽

Physical Science ◽

B Physics ◽

Life Sciences ◽

Experienced Teachers ◽

Response Patterns ◽

Expert Group ◽

Context Of Learning ◽

Beliefs About Learning

We report results obtained with the Maryland Physics Expectations (MPEX) survey in: (a) a course for students who have not previously taken a second course in physics in high school; (b) physics for the life sciences; (c) honors physics; and (d) physics for engineers. Comparing the responses with a group of experienced teachers Redish et al. call the ``expert group'', we find that (i) overall, agreement with experts decreased after the two semesters of instruction, and (ii) there were significant differences between the response patterns for students in the first two courses, compared with the last two. The data suggest that the context of learning, i.e., a program in physical science versus one in the life sciences must be taken into account in research on students' beliefs about learning physics. PACS No.: 01.40Fk

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