Effective Teaching Research Research Articles

A Literature Review of the Effective Teaching of Mathematics in Junior High School Since the New Curriculum Reform

Mathematics, as a basic subject, has an imperceptible influence on other subjects. With the development of the new curriculum reform, the effective teaching research of mathematics in junior high school has been paid attention to by experts, scholars and teachers. In this paper, from the quantitative and qualitative dimensions, the CNKI database as the main data source, the new curriculum reform of junior high school mathematics teaching since the research is systematically combed. To analyze the research results, find out the lack of research, explore the research trends, in order to provide reference for the future development of effective mathematics teaching research.

Effective Teaching Research on Cross-Cultural Understanding in English at Vocational Schools from the Perspective of Core Competencies

Effective Teaching Research on Cross-Cultural Understanding in English at Vocational Schools from the Perspective of Core Competencies

Effective Teaching Research in Chinese Educational Contexts: A General and Dimensional Review

Effective teaching is an important research topic worldwide. This review aims to analyze effective teaching literature in China with respect to general characteristics and conceptional dimensions. Two types of effective teaching literature, empirical studies written in Chinese and written in English, are selected for this review. Stronge’s effective teaching framework is adopted for examining the conceptual dimensions in the selected studies. The results taken from the two types of literature reveal different research orientations regarding effective teaching. The literature written in Chinese demonstrates a number of quantitative research studies that, overall, are ill-written from the standard criteria of empirical study writing, including serious design flaws, missing important information, and weak data interpretations. In contrast, the literature written in English tends to focus more on a qualitative research orientation with sufficient overall quality for methodological design. Regarding the effective teaching dimensions, the dimension of the Teacher as a Person is interpreted differently, while the dimension of Implementing Instruction is most often commonly adopted in the two types of literature. We suggest that more studies are needed to conceptualize effective teaching frameworks from macro, meso, and micro levels in order to enhance the quality of effective teaching research in China. Additionally, effective teaching studies related to minority students are rare and deserve future investigation.

RELATIONSHIP BETWEEN COMMUNICATION STYLE AND EFFECTIVE TEACHING

The quality of teaching and learning heavily depend on the quality of communication taking place in the classroom. Improving communication is essential for approaching excellence in teaching and one of the discernable paths on the way to the goal is through the study of teachers’ communication style as one of its key variables. The present paper is aimed at discerning approaches to the study of communication style, analyzing their theoretical propositions and empirical contribution, as well as their relevance for effective teaching research. Effective communication is a core concern in developing teaching competence, hence the study of one of its key variables is seen as a priority. The research methods applied presuppose the analysis of the comunication style construct, comparison of various research traditions of the problem and synthesis of research findings with implications for effective teaching. Analysis of literature revealed several schools of thought: 1. grounded in the behaviourist traditions; 2. oriented towards behaviourist and personality theories, including social dimensions; 3. relying on personality theories; 4. grounded on theories of activity and interaction. Communication style influences such dimensions of the teaching-learning process as learning gains, affect for the teacher, instructional content and the course, learning environment, participation of students, their motivation, trust in the teacher, credibility, positive relations between teacher and learners just to mention a few.

Historical retrospect and future prospect of research on effective teaching in China ——Knowledge mapping analysis based on the research over the past three decades（1986-2016）

<p><strong> </strong>This paper takes China National Knowledge Infrastructure (CNKI) as its literature data sources, and uses Bicomb and SPSS software to draw knowledge mapping for the hot spots of 290 papers about effective teaching in China from 1986 to 2016, so as to visually show the hot issues and development trend of effective teaching over the past three decades in China. The research shows that hot issues in effective teaching research over the past 30 years mainly fall into the following three categories: First, effective teaching studies on classroom teaching activities (from the perspective of teachers); Second, effective teaching studies under the background of new curriculum reform (perspective of curriculum reform); Third, effective teaching studies on students' self-learning (from the perspective of students). Effective teaching research inChina in the future should grasp the following trends: Firstly, expansion of concept from static definition to dynamic understanding. Secondly, change of research perspective from focusing on teachers' teaching behavior to students' learning process and learning situation. Thirdly, deepening of research content from macro expound based on new curriculum reform to medium and micro research that combines core competence development of the students, the discipline core quality formation, and the implementation of specific curriculum standards. Fourthly, concordance of research methods from theoretical speculation and qualitative analysis to comprehensive study blending multiple research methods.</p><p> </p>

The effectiveness of the teaching–research nexus in facilitating student learning

The modern university may arguably be characterised by a steadfast belief in the mutually beneficial relationship between the teaching and research activities of its academics. Quantitative studies however have repeatedly demonstrated negative or zero correlation between the various teaching and research measures employed at the individual academic level. Very few investigations contributing to the teaching–research nexus debate have examined the student perspective. The present study therefore looked at the influence of the teaching–research nexus in facilitating student learning. The results of a survey and follow-up discussion groups conducted as part of the present investigation appear to indicate that there is limited benefit to the student at the tangible, tacit or global level of the teaching and research relationship. There is also no support for the premise that active research involvement of an academic is a requirement for good teaching. The central conclusion of the study is in fact that the teaching and research activities of academics should be treated as unrelated entities. Although it is necessary and beneficial to retain an effective teaching–research nexus at the institutional and departmental levels, students do not appear to benefit greatly from individual teaching staff involvement in research activities. At an individual level, research and teaching activities compete for limited time and resources with little benefit of the transference between these reported as evident by students.

Developing Metrics for Effective Teaching in Extension Education: A Multi-State Factor-Analytic and Psychometric Analysis of Effective Teaching

To successfully educate the public about agriculture, food, and natural resources, we must have effective educators in both formal and nonformal settings. Specifically, this study, which is a valuable part of a larger sequential mixed-method study addressing effective teaching in formal and nonformal agricultural education, provides direction for future effective teaching research in extension education. Particularly, this study assessed 142 behaviors, characteristics, and techniques considered indicative of effective teaching, to reduce the number of competencies and identify constructs of effective teaching in extension education. A total of 1,470 extension educators from 30 states, surveyed in the fall of 2011, served as the population for this study. As a result, 63 effective teaching competencies in 11 constructs were identified. Psychometric evaluation of the 11 constructs resulted in Cronbach’s alpha coefficients ranging from .82 to .93, supporting the reliability of the identified constructs. An expert panel then named the constructs, many of which aligned with those identified in previous teaching effectiveness research. Implications for practice and research resulted from this study, including a proposed three-part framework for assessing effective teaching in extension education, which includes self-evaluation, observation-based assessment, teaching-related output and/or outcome measures.

“How Obvious”: Personal reflections on the database of educational psychology and effective teaching research

From a personal perspective, the author reflects upon the notion that many research findings appear falsely to possess the quality of being “obvious”. Specific attention is given to the topic of teacher effectiveness. The feeling that findings are obvious can be related to the following: the false consensus effect, self‐serving cognition, hindsight bias, base‐rate neglect, illusory correlations, and the fundamental computational bias. The author suggests ways in which teacher effectiveness findings can be used, and notes how one “obvious” notion, that discovery learning produces more meaningful learning than direct instruction, is a fundamental misconception.

Beyond a Positivistic Approach to Teacher Evaluation

Public school administrators have come under increasing pressure to be accountable for student outcomes. Some of the focus of this accountability has been on the assessment of teachers, and many districts have adopted instruments based on effective teaching research. These instruments, derived from the process-product literature of the 1970s, attempt to evaluate teaching based on observation of specific teaching behaviors. Performance-based teacher assessment is an ineffective and inappropriate means of evaluation because it does not truly assess teaching. Alternative methods of teacher assessment are needed to support professional development and encourage collegiality between teachers and administrators.

If you want to know about Effective Teaching, Why not ask your Middle School Kids?

26 Effective teaching research has supported a variety of instructional behaviors and techniques -many generically applicable to grade school and high school classrooms. Specific application suggestions for those teaching in the middle school are not easily distinguished from the techniques fostered by their counterparts in elementary and secondary settings (Anderson, 1989; George & Lawrence, 1982; Peterson & Walberg, 1979). Johnston and Markle (1986) detailed several such studies which, while not specifically designed for middle school educators, had findings deemed particularly applicable for those charged with teaching the young adolescent. Based on their review, they presented the following composite of an effective middle school teacher:

Using effective teaching practices in the special education classroom

Abstract Research on effective schooling has led to conclusions regarding classroom practices. This research has implications for special educators, who need to become familiar with it. The implications which are discussed in this article are related to the need for planning, high expectations of student performance, monitoring student progress and providing feedback, establishing classrom routines, grouping, academic learning time, personal relationships and the use of incentives and rewards. These conclusions regarding effective teaching can be used diagnostically by teachers to evaluate and improve their own performance in the classroom. In this article some conclusions based on a review of effective teaching research will be outlined and implications for the special education classroom will be discussed.

Observation opportunities for rural special education

This article describes a unique observation laboratory experience available to teacher preparation institutions. Live microwave broadcasts from two special education and six regular elementary classrooms are disseminated nationally via satellite. Observation theory is merged with effective teaching research in an instructional model that has demonstrated effectiveness. Results of pre/post correlated t -tests indicated a significant difference in the treatment group for anecdotal recording, time sampling, effective teaching knowledge, and classification of teaching behaviors.