Effective Teaching Behaviors Research Articles

The Effect of Coaching on a Faith Community Volunteer’s Use of Effective Teaching Behaviors

An important part of quality of life for people with moderate and severe disabilities (MSDs) is being involved in extracurricular and community activities. However, volunteers, who may not have experience with including people with MSDs, lead most community activities. The purpose of this study was to demonstrate the effectiveness of teacher coaching on a volunteer church school teacher’s use of effective teaching behaviors (opportunities to respond, behavior-specific praise, and opportunities to participate) in educating a child with MSD. The investigators used a multiple-baseline-across-behaviors design to evaluate the effectiveness of coaching. The results showed a functional relation between coaching and an increase in the number of teaching behaviors used by the volunteer.

Student teachers’ participation in learning activities and effective teaching behaviours

Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers’ long-term professional lives, this exploratory study investigates student teachers’ participation in learning activities and explores whether it is connected to their own effective teaching behaviours in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their self-reported learning and that this learning relates positively to observations of their effective teaching behaviour. These findings have several implications for teacher education programmes that aim to enhance the likelihood that their student teachers will become career-long learning professionals.

The Importance of Situational Awareness

Family-centered rounds (FCR) has become a leading model for pediatric inpatient rounding. During FCR, faculty must balance trainees' educational needs with patient care priorities. Investigators have examined trainees' views on effective teaching during FCR, but none have evaluated what family members and nurses consider to be effective teaching behaviors of attending physicians. The authors sought to explore family members' and nurses' perspectives on effective teaching behaviors during FCR. The authors conducted (2012-2013) a qualitative study of families and nurses at an academic children's hospital where FCR is the standard model for inpatient rounds. Nurses and families familiar with FCR participated in separate focus groups. The authors reviewed focus group transcripts using techniques of qualitative content analysis; they generated codes and developed categories, supported by illustrative quotations. Fifteen nurses and 13 family members participated in the focus groups. The unifying theme was that situational awareness on behalf of the attending physician is essential for FCR to be educational for all participants. The authors identified four categories of awareness-(1) cognitive factors, (2) logistics and time management, (3) physical environment, (4) emotional state-and developed a set of effective teaching strategies based on participants' comments. The findings of this study support previous work identifying effective FCR teaching strategies, but this study is the first to include the perspectives of families and nurses. The inclusion of these participants provides a framework for faculty development and training to improve the educational value of FCR.

효과적인 교수행동에 대한 예비교사들의 중요도와 실행도 인식

효과적인 교수행동에 대한 예비교사들의 중요도와 실행도 인식

Preparing Student Teachers and Beginning Teachers for the Post-teaching Conference

Student teachers and beginning teachers in most states are required to receive supervisory visits. These visits are meant to ensure that student teachers and/or beginning teachers are demonstrating effective teaching behaviors and warrant progression to initial certification (or licensure) and/or endorsement as professionals. One of the first questions asked by a supervisor to initiate a dialogue during the post-teaching conference is frequently something like “What did you think of that lesson?” This question opens the door for student teachers and beginning teachers to make an important statement about themselves as thoughtful, focused, and reflective professionals, or as not yet ready to function independently. The purpose of this article is to help new teachers and student teachers prepare for the supervisory visit with particular attention to the post-teaching conference.

Determining effective teaching behaviors through the hiring process

Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.

Teaching Behavior Inventory at the College of Nursing, Qassim University, Kingdom of Saudi Arabia: A Comparative Survey

Background and Purpose: Teaching is one of the most complicated jobs today. Students and teachers may have different views depending on their background, styles, goals, and needs. This study aims to determine and compare the inventory of teaching behavior as rated by students and teachers. Methods: A questionnaire formulated by Murray (1983) and modified by the researchers was administered to 56 students and 12 teachers at the College of Nursing of Qassim University. The response rate was 85.3%. Results: Differences in ranking were not significant on enthusiasm, pacing, interaction, rapport, and clarity. High statistical significance was found in organization and speech. A remarkable difference in ranking was obtained in disclosure. Conclusions: Various factors are associated with the students' and faculty's views of effective teaching behaviors.

Co-teaching Perspectives from Secondary Science Co-teachers and Their Students with Disabilities

An in-depth case study of one team of co-teachers’ practice from multiple perspectives is described. A high school science co-teaching team and their students with disabilities completed surveys about their perceptions of co-teaching. Additionally, observations of the two co-teachers occurred to determine roles and types of interactions for each co-teacher during science instruction. Observational data revealed effective teaching behaviors demonstrated by each co-teacher. Detailed descriptions of the co-teachers’ instruction are provided. The science educator was observed interacting with the large group twice as often as the special educator. The science educator also presented new content nearly three times as often as the special educator. The co-teacher surveys were consistent with the observational data. Both educators disagreed that the special educator was primarily the lead for instruction. Both educators strongly agreed they had an effective co-teaching relationship, although the science educator indicated stronger agreement for parity in roles and responsibilities than the special educator noted. Forty-three percent of the students identified the science educator as in charge of lessons, while 43% identified both educators. Most students thought teaching was divided in half, and all students enjoyed having two teachers in science. Eighty-six percent of the students indicated team teaching was the most frequently used co-teaching model, and 14% indicated one teach, one drift. Implications for co-teachers’ reflections on their collaboration, including the relevance of student perceptions (i.e., Who is the “real” teacher?), and the extent to which educators are prepared at preservice and inservice levels for co-teaching are discussed.

Teaching behaviors that define highest rated attending physicians: A study of the resident perspective

Background: Better understanding teaching behaviors of highly rated clinical teachers could improve training for teaching. We examined teaching behaviors demonstrated by higher rated attending physicians.Methods: Qualitative and quantitative group consensus using the nominal group technique (NGT) among internal medicine residents and students on hospital services (2004–2005); participants voted on the three most important teaching behaviors (weight of 3 = top rated, 1 = lowest rated). Teaching behaviors were organized into domains of successful rounding characteristics. We used teaching evaluations to sort attending physicians into tertiles of overall teaching effectiveness.Results: Participants evaluated 23 faculty in 17 NGT sessions. Participants identified 66 distinct teaching behaviors (total sum of weights [sw] = 502). Nineteen items had sw ≥ 10, and these were categorized into the following domains: Teaching Process (n = 8; sw = 215, 42.8%), Learning Atmosphere (n = 5; sw = 145, 28.9%), Role Modeling (n = 3; sw = 74, 14.7%) and Team Management (n = 3; sw = 65, 12.9%). Attendings in the highest tertile received a larger number of votes for characteristics within the Teaching Process domain (56% compared to 39% in lowest tertile).Conclusions: The most effective teaching behaviors fell into two broad domains: Teaching Process and Learning Atmosphere. Highest rated attending physicians are most recognized for characteristics in the Teaching Process domain.

The Importance of Developing a Sense of Self as a Teacher During the Training Programmes

This paper discusses the role of the training in shaping teaching philosophies and practices in TE in Romania. Teaching beliefs and attitudes are considered central to effective teaching and learning behaviour, being closely linked to teachers’ values, views of the world and conceptions of their place within it. It compares trainees’ understanding of ‘teaching’ and ‘being a teacher’ throughout ITE and experienced teachers's beliefs and attitudes. It emphasizes the necessity of using reflective methods for teachers and trainees with diverse abilities, experiences and expectations who need to develop a sense of self as a teacher as early as ITE.

Revisiting the Relationship between Teacher Confirmation and Learning Outcomes: Examining Cultural Differences in Turkish, Chinese, and American Classrooms

This study investigates the relationship between teacher confirmation behaviors (i.e., responding to questions, demonstrating interest, interactive teaching style) and student learning outcomes (i.e., affective learning, student motivation) across three cultures: Turkey, China, and the United States. Results indicates the confirmation-learning relationship was significantly stronger in the United States and China than it was in Turkey. The findings from this study suggest that teacher confirmation is an effective teaching behavior that transcends cultures, yet the magnitude of its importance on student learning appears more relevant in America, and to a lesser extent in China, than it is in Turkey.

Teaching processes in elementary physical education classes taught by specialists and nonspecialists

The purpose of this study was to compare teaching processes in fourth grade elementary physical education classes taught by specialists and nonspecialists (N = 20). Physical education specialists exhibited higher levels of effective teaching behaviors. Differences were found for the total number of practice trials per minute, and for the mean number of appropriate and inappropriate practice trials per minute in classes of specialists and nonspecialists. Relationships also were found between the number of tasks and the number of appropriate practice trials and the total number of practice trials, indicating how teachers structure class influences practice and skill acquisition.

Graduate student teaching development: Evaluating the effectiveness of training in relation to graduate student characteristics

In recent years, much attention has been given to the need for more empirical research to evaluate training programs that help prepare graduate students for their current and future teaching responsibilities. The present study investigated the effectiveness of a training workshop for graduate students who had varying levels of experience and diverse cultural backgrounds. Results indicated that over the course of training participants significantly increased their self-efficacy and effective teaching behaviours and decreased their public speaking apprehension. Although participants with varying levels of experience as well as participants with Canadian and international backgrounds benefited from the program, the results highlighted the need for additional teaching development opportunities for international graduate students.

Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching

The Video Assessment of Interactions and Learning (VAIL), a video-based assessment of teacher understanding of effective teaching strategies and behaviors, was administered to preservice teachers. Descriptive and regression analyzes were conducted to examine trends among participants and identify predictors at the individual level and program level. Results from this study demonstrate that a standardized assessment used previously with in-service teachers can be implemented in a teacher education program. Analysis shows variability in preservice abilities to detect effective teaching strategies and behaviors that is partially explained by teacher education program factors.

Students’ perception of effective clinical teaching and teacher behaviour

Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.

Teaching Efficacy and Teaching Performance Among Student Teachers in a Jordanian Childhood Education Program

This study aimed to investigate the teaching efficacy of student teachers in the Childhood Education Program at the University of Jordan. The sample consisted of (106) female student teachers. The Teacher Efficacy Scale and the Effective Teaching Behaviors Scale were used to collect the data of this study. Results showed that a third of the student teachers had an internal locus of attribution, whereas two thirds had an external locus of attribution. Data showed that student teachers who had high levels of internal attribution also had a higher capacity to utilize effective teaching strategies compared to those with high levels of external attribution. The relationship between student teachers' locus of attribution and ratings on instructional practices was strongly significant. Recommendations for teacher education are discussed.

Model construction of effective teaching behaviors of clinical nursing teachers

In this paper,368 nursing students conducted a qualitative impression practice inductive analysis in a provincial teaching hospital.To practice nursing students in the feelings described in the text information out of the nursing students to bring positive psychological impact of the teaching behaviors of clinical nursing teachers,a total concept for the three categories and 13 kinds of concepts was obtained.Qualitative research shows that teaching behaviors of clinical nursing teachers can stimulate the production of healthy psychology of learning and growth ; nursing teachers can consciously act of teaching in the implementation,in order to provide nursing students a high quality practice environment. Key words: Education; Nursing; Nursing teachers; Teaching behavior; Nursing students

Peer Feedback Tool for Clinical Teaching

OPEN ACCESSOctober 24, 2011Peer Feedback Tool for Clinical Teaching Elisa Zenni, Heather Hageman, Janet Hafler, EdD, Maryellen Gusic, MD Elisa Zenni University of Florida College of Medicine Google Scholar More articles by this author , Heather Hageman Washington University School of Medicine Google Scholar More articles by this author , Janet Hafler, EdD Yale School of Medicine Google Scholar More articles by this author , Maryellen Gusic, MD Indiana University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.8560 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThis resource is a peer feedback tool for clinical teaching, designed to provide assessment through peer observation of effective teaching behaviors. It aims to provide context and structure to peer observation and to help observers give meaningful feedback to teachers. Intended to promote formative feedback, a checklist format is utilized, complemented by space for open-ended comments. This tool can be used by individual faculty to enhance teaching, by institutions in faculty development efforts, and in processes to recognize and reward excellence in teaching. Feedback regarding the usefulness of the form has been uniformly positive. The teaching faculty found that the peer review process reinforces the effective aspects of their current teaching approaches, stimulates the development of teaching improvement behaviors, promotes self-reflection about teaching, and motivates them to explore other opportunities to enhance teaching. The reviewers found that their feedback skills were improved through the use of the checklist and that they learned new teaching behaviors through the observations. Educational Objectives By using this resource, faculty will be able to: Collect information about observed teaching behaviors during clinical teaching.Have a framework for peer discussion of teaching performance during clinical teaching.Enhance teaching through individualized peer coaching and faculty development that includes peer feedback for clinical teaching. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.docx Feedback Tool for Clinical Teaching.docm To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2011 Zenni et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsPeer ReviewCoachingPeer Evaluations Disclosures None to report. Funding/Support None to report. Loading ...

Virtual Tutor Training

In this study, the experiences and beliefs of volunteer tutors using a multi-user virtual environment to teach literacy instruction are examined to get a better understanding of the benefits and challenges of learning within this environment. Literacy tutors who were teaching adults with poor reading skills served as participants. During the study, participants delivered direct instruction reading lessons to researchers in Second Life and adult learners during live face-to-face tutoring sessions. Immediately following each session in Second Life, tutors were provided with corrective feedback on specific teaching behaviors. Data on rate of acquisition and generalization from the virtual environment to the natural environment was collected for each participant. At the conclusion of the study, tutors were asked to describe their experiences of learning to teach in a multi-user virtual environment. Results indicate that effective teaching behaviors trained in a virtual environment generalize to face-to-face instruction. However, tutors tended to disagree with the researchers’ perceptions of what constitutes effective teaching practices.

Creative and Effective Teaching Behaviors of University Instructors as Perceived by Students

The purpose of this study was to explain and predict creative and effective teaching behaviors of university instructors, as perceived by students, in a college of agriculture. Creative teaching behaviors were examined using an instrument developed from creativity theories of divergent thinking. Effective teaching behaviors were evaluated using the principles of effective teaching developed by Rosenshine and Furst (1971). The study utilized two populations: undergraduate students and their instructors. Results indicated that students believe their instructors demonstrated creative teaching behaviors. In addition, the study found a very high, positive, and significant correlation between instructors’ creative teaching behaviors and effectiveness of teaching behaviors, as perceived by students. There was also a significant relationship between creative teaching behaviors of experienced and inexperienced instructors when evaluated by students.