Multimodal Literacy and Creative Computing Badges in a Teacher Quality Partnership Residency Program

Introducing micro-credentialing into Lehman College's teacher residency program provides candidates with opportunities not afforded in Master's courses of study. Through the micro-credential offerings, residents learn to integrate literacy strategies and computational thinking across subject areas and grade levels. This chapter explores how micro-credentials validate non-credit “course” structures by linking content knowledge with pedagogy and theory with practice. The design and execution of both the micro-credentials described in the chapter make explicit connection between competencies and student learning.

VIKOR Method for Evaluating the Management Quality of Teacher Education with Probabilistic Hesitant Fuzzy Information

In the era of enhancing the quality of education, teacher quality, as the core factor affecting the quality of education, has received unprecedented attention in the field of education. The monitoring on teacher quality is the basis of fully understanding and effectively improving the quality of teachers in compulsory education within the county. Comprehensive and systematic study on teacher quality control in compulsory education within the county is the key to improve the teacher quality of it as well as improve and complement research in related fields. And in stark contrast to the importance of the problem, there is no in-depth and systematic result on the monitoring on teacher quality within the county which becomes a matter of concern in current research in the field of education issues. And the management quality evaluation of teacher education is frequently viewed as the multiple attribute decision-making (MADM) issue. An extended VIKOR model is established to provide a new approach to solve the management quality evaluation of teacher education. The VIKOR method with probabilistic hesitant fuzzy information is applied to rank the optional solutions. Lastly, a numerical example about management quality evaluation of teacher education is illustrated to test the newly proposed method’s practicability.

Teacher Quality and Students’ Post-Secondary Outcomes

Research suggests teachers’ observable characteristics are inequitably distributed across schools, leaving minoritized students with less exposure to experienced and credentialed teachers. While prior research focuses on how the teacher sorting explains disparities in students’ test scores, little research explores how teacher quality gaps might implicate students’ post-secondary outcomes. To fill this gap, we analyze administrative data on high schools in Georgia and explicate how variations in teachers’ human capital correlate with the percentage of students who enroll and persist in college. Our study confirms prior research accentuating widespread disparities in access to highly qualified teachers, and finds students attending schools with more experienced and credentialed teachers are more likely to have positive post-secondary outcomes.

Improving teacher quality through classroom action research

Classroom Action Research Training for Aisyiyah PAUD Central Java Teachers to Improve the Quality of Learning delivered by the Principal and Teacher Training of PAUD 'Aisyiyah PWA Central Java, this activity aims to: 1) instill awareness in PAUD 'Aisyiyah teachers on the importance of Classroom Action Research 2) improve skills prepare proposals for Classroom Action Research 3) provide assistance related to Classroom Action Research, 4) train teachers to be able to provide treatment to the subjects studied, so that they experience positive changes. The methods used in this training are presentations, discussions, case studies. This training activity was attended by 142 teachers from PAUD 'Aisyiyah in Central Java. The results of the service are theoretically successful, this can be seen from the enthusiasm of the training participants who actively ask questions about the problems they encounter related to the steps of preparing the CAR proposal, but judging from the practice of preparing the proposal the results have not been satisfactory, because only 15% of participants can prepare a CAR proposal properly. and 33% is considered sufficient, while 52% of participants have not succeeded in compiling a CAR proposal. It is not easy to write CAR, it requires independent effort training from the teacher concerned to solve the problems faced in PBM. In general, PAUD 'Aisyiyah Central Java teachers need further assistance in writing Classroom Action Research.