Teaching Incentive Research Articles

Strategies for Boxing Teaching in Competitive Sports Schools

To improve the quality of boxing teaching in competitive sports schools, it is necessary to first analyze the strengths and weaknesses of boxing teaching in competitive sports schools, and then optimize the teaching strategy. The strategies include innovating the boxing curriculum system and content, building learning communities inside and outside the classroom, personalizing the teaching forms and methods, using multimedia to broaden the teaching path, focusing on the integration of boxing teaching leagues, and diversifying the teaching incentives and evaluations.

Investigações sobre o currículo para a alfabetização de jovens, adultos e idosos: o que dizem as propostas?

ABSTRACT The present article provides the results of a study focused on learning about and analyzing propositions in literacy discipline matrices developed for the Youth and Adult Education (YAE) modality in place in Rio de Janeiro State’s municipalities. The research was carried out in the Undergraduate Teaching Incentive Program (Prodocência) of the Education School at Rio de Janeiro State University (UERJ). The study addresses three interconnected topics: YAE, literacy and discipline matrix. Therefore, its theoretical-methodological contributions are an attempt to integrate these fields. The research followed the methodological design based on qualitative approach, and it included the need of knowing and acknowledging discipline matrix propositions, and of questioning how they apply to YAE subjects in order to ensure the right to education for all. At the same time literacy in the herein analyzed modality and its principles was also assessed to update concepts and reasoning on education contexts. Results point towards mismatch between the observed propositions and the National Common Curricular Base (BNCC), mainly when it comes to YAE invisibility in this document. In addition, the study highlights the lack of propositions by municipal education networks, such as those focused on the necessary continuous/permanent teachers’ qualification, as well as on literacy concepts to guide discipline matrices and inter-generation approaches.

A Model Study of Strategies for Optimizing the Educational Environment and Enhancing Student Engagement in Civics and Political Science Courses

Abstract This paper briefly outlines the direction of optimization of the civic education environment, proposes a civic education resource sharing model and an incentive model for educational resource sharing using the resource sharing approach, defines the main body of resource sharing, and establishes a model of the incentive system with students as the main body. Analyze the symbolic meaning of the model and propose the assumption of an educational resource incentive. Combine the revenue maximization function, participation constraints, and incentive constraints to form the incentive model. Using the decision tree algorithm of data mining technology for student participation behavior mining, we get the overall participation average score of undergraduate group cooperative learning, which is 3.576, the overall level of involvement is moderately high. The grade level trend of undergraduate group cooperative learning participation is freshman>fourth year>three years>sophomore years. Combined with the simulation results of the incentive model to analyze the role of the incentive model on the behavioral input of student engagement, the standard error of regression of the teaching incentive of the educational environment of the Civics class on student engagement behavior is 0.473, and the overall mean of the teaching incentive perceived by the students is 3.77, which indicates that the incentive strategy implemented in the educational environment of the Civics class is more satisfactory to the students.

Instructional Leadership Role of Primary School Principals in Sri Lanka

This study explores the instructional leadership (IL) role of primary school principals in Sri Lanka. The purpose of this study was to examine the practices of primary school principal’s role as instructional leader. The main research questions of the study were to find out what roles principal’s play as instructional leader in primary schools; Identify how primary school principal fulfill his/her instructional leadership role? And which activities do principals as instructional leaders engage in promoting the education of students and upgrading the pedagogy of teachers in primary schools. The multiple case study method was used in the current study. Accordingly, Semi-structured interview, focus group discussion, observation and document analyses were used as data collecting tools. As the study sample four principals, and four teachers were selected using purposive sampling for interviews. The study found that all principals in the sample experienced in implementing instructional leadership roles. Also, the study shows that the traditional role of principals as school leaders has been changed to instructional leaders. All the primary school principals mentioned that they implement innovative methodologies to overcome challenges that they face when implementing instructional leadership roles in their schools. Also the study found that a significsnt attention was paid on instructional supervision, giving feedback on instruction, provision of instructional materials and incentives for teaching and learning and protection of instructional time by primary schools principals as instructional leaders. The study further revealed that the opportunities available for primary school principals to acquire leadership training at an appropriate stage in their career are limited. It was further revelaed that Irrespective of education Zone the management of curriculum and instructional programs is a shared responsibility of principals and teachers in schools. However, principals should engage in all the roles related to instructional leadership in order to promote effective teaching and learning and thereby transform the school as an organisation into an environment where teachers and students reach their full potential. Therefore it is recommended that the primary school principals need to be trained in school management and leadership in order to be further competent as instructional leaders in primary schools in Sri Lanka.

Towards data-informed teaching practice:

Data-informed decision making in teachers’ practice, now recommended by different teacher inquiry models and policy documents, implies deep practice change for many teachers. However, not much is known how teachers perceive the different steps that analytics-informed teacher inquiry into their own practice entails. This paper presents the results of a study into developing an Analytics Model for Teacher Inquiry (AMTI), which was then used to understand how teachers (N=10) construe the steps in the model and to explore the possible constraints as well as incentives for Teaching and Learning Analytics (TLA)-informed teacher practices. In the final iteration experts (N=7) and teacher-researchers (N=2) tested and evaluated the developed model. Their feedback was used to improve the model and provide example cases with insights into possible scenarios for TLA-informed analyses of teaching.

Faculty development participants' experiences of working with change in clinical settings.

Many universities offer faculty development to support teachers in developing and improving clinical education in the health professions. Although research shows outcomes on individual levels after faculty development, little is known about its contribution to change within the organisation. To advance current faculty development and ensure that it can support wider educational change in healthcare organisations, a better understanding of educational change practices in these settings is needed. This study therefore explores the experiences of working with educational change in clinical workplaces from the perspective of clinical educators that have undergone faculty development training. The study adopts perspectives on change as influenced by context to include the impact from clinical workplaces on individuals' change work. A collective case study design with a multi-institutional approach was applied and individual interviews with 14 clinical educators from two universities, one in Sweden and one in South Africa, were conducted. Data were analysed separately before a cross-case analysis was performed, synthesising the findings from both sites. Participants shared experiences of having limited opportunities to work with educational change beyond their own individual teaching practices within their clinical workplaces. Also, participants appeared to refrain from leading change and rather pursued change on their own or relied on indirect approaches to change. They described several workplace aspects influencing their work, including the organisation and management of teaching, the resources and incentives for teaching and the attitudes and beliefs about teaching within the clinical community. The study shows that clinical educators are part of communities and contexts that shape their approaches to educational change and influence which changes are feasible and which ones are not. It thus adds to the understanding of change as contextual and dynamic and contributes with implications for how to advance faculty development to better support change in practice.

China’s Primary and Secondary School Teachers Teach Online During the Epidemic: Circumstances, Problems, and Strategies—Based on Data from an Online Questionnaire Survey of 7,111 Primary and Secondary School Teachers Across the Country

A survey was conducted of 7,111 primary and secondary school teachers nationwide using an online questionnaire during the COVID-19 epidemic. The results show that national and provincial online education resources and platforms have played a leading role during the COVID-19 epidemic, but it is difficult for existing resources to meet actual needs. Online teaching modes are diverse, but the participation of primary and secondary school teachers in online educational research is seriously inadequate. There have been evaluations of online teaching, but the evaluation method and teacher participation rate do not give cause for optimism. Online teaching has achieved clear results, but the problems and difficulties that it faces should not be ignored. Given this, this article proposes some countermeasures, such as building up online education resources, adopting multiple online teaching evaluation methods, and establishing online teaching incentives and compensation mechanisms.

The Effectiveness of a Merit- and Productivity-Based Teaching Incentive in a College of Public Health

In 2017, the College of Public Health implemented a “teaching incentive” by which faculty would receive extra pay if the composite score of teaching effectiveness on the student assessment of instruction (SAI) was in the top third for all scores in the college in that same semester, and at least 40% of the students in the class completed the SAI. In the first 4 years, 53 incentives were awarded to 25 different members of the faculty, for a total of $206,772. The college documented an increase in the composite score of teaching effectiveness and in percent of students completing the SAI. Significant increases in the composite score were seen for all faculty (3.47 to 3.59 out of 4.00, p = .02) and for those faculty in the college for the entire period (3.47 to 3.57, p = .0189). Over the 4 years, the percent of classes that had at least a 40% response rate increased for all faculty (41.2% to 55.7%, p = .0447) and for faculty who were in the college for the entire 4 years (39.6% to 51.9%, p = .1373). A teaching incentive that includes a significant salary supplementation appears to be associated with an increase in both student response rates and overall assessment of teaching effectiveness.

Research Status and Countermeasures of Teaching Incentive Mechanism for University Teacher

Colleges and universities shoulder the important task of talent training. They are the main carrier of "establishing moralities and cultivating people", and it is also the key force for cultivating qualified builders and reliable successors. Under the background that colleges and universities are paying more and more attention to the construction of teachers and the improvement of teachers' teaching level, perfecting the teaching incentive mechanism of colleges and universities has theoretical and practical significance for improving teachers' initiative in teaching and improving the quality of talents. This article uses research methods of literature and logical analysis to analyze the existence of the phenomenon of "emphasizing scientific research and neglecting teaching" in colleges and universities, the insufficient teaching management model, and the imperfect teaching assessment system to analyze the existence of teaching incentives in Chinese colleges and universities. This article proposed measures such as reforming the professional title evaluation system, improving the teaching management model, and building a diversified teaching evaluation system for teachers in colleges and universities to improve the teaching level of teachers.

Rewarding teaching excellence in higher education: an analysis of an incentive program at a tier I research institute and a prescription for future teaching incentive programs

There is significant interest in promoting teaching effectiveness at colleges and universities. At Texas A&M University, the chancellor offered a voluntary cash-based teaching incentive program to faculty members teaching graduate and undergraduate courses. This program rewarded top teaching performers each semester based on student feedback of instructional quality. The program awarded cash rewards to 57 faculty members (out of 731 applicants) in the colleges of business and engineering over five semesters. This study examines the effectiveness of the award program on teaching and the effects of course and instructor characteristics. The instructor evaluation data for two years before the award was instituted, during its duration, and for a year after the award program ended was compiled and analysed. Results indicate that already high performing junior and non-tenure track faculty applied for and won the teaching awards. Also, the award program did not significantly change the teaching performance or grading outcome in the classroom. In spite of consistent participation from a wide range of faculty members, the program ended after five semesters. Insights from this incentive program inform a discussion of key attributes that should be part of a successful teaching incentive program in higher education.

Rewarding teaching excellence in higher education: an analysis of an incentive program at a tier I research institute and a prescription for future teaching incentive programs

There is significant interest in promoting teaching effectiveness at colleges and universities. At Texas A&M University, the chancellor offered a voluntary cash-based teaching incentive program to faculty members teaching graduate and undergraduate courses. This program rewarded top teaching performers each semester based on student feedback of instructional quality. The program awarded cash rewards to 57 faculty members (out of 731 applicants) in the colleges of business and engineering over five semesters. This study examines the effectiveness of the award program on teaching and the effects of course and instructor characteristics. The instructor evaluation data for two years before the award was instituted, during its duration, and for a year after the award program ended was compiled and analysed. Results indicate that already high performing junior and non-tenure track faculty applied for and won the teaching awards. Also, the award program did not significantly change the teaching performance or grading outcome in the classroom. In spite of consistent participation from a wide range of faculty members, the program ended after five semesters. Insights from this incentive program inform a discussion of key attributes that should be part of a successful teaching incentive program in higher education.

Incentives for clinical teachers: On why their complex influences should lead us to proceed with caution.

When medical education programs have difficulties recruiting or retaining clinical teachers, they often introduce incentives to help improve motivation. Previous research, however, has shown incentives can unfortunately have unintended consequences. When and why that is the case in the context of incentivizing clinical teachers remains unclear. The purposes of this study, therefore, were to understand what values and motivations influence teaching decisions; and to delve deeper into how teaching incentives have been perceived. An interpretive description methodology was used to improve understanding of the development and delivery of teaching incentives. A purposeful sampling strategy identified a heterogenous sample of clinical faculty teaching in undergraduate and postgraduate contexts. Sixteen semi-structured interviews were conducted and transcripts were analyzed using an iterative process to develop a thematic structure that accounts for general trends and individual variations. Clinicians articulated interrelated and dynamic personal and environmental factors that had linear, dual-edged and inverted U-shaped impacts on their motivations towards teaching. Barriers were frequently rationalized away, but cumulative barriers often led to teaching attrition. Clinical teachers were motivated when they felt valued and connected to their learners, peers, leadership, and/or the medical education community. While incentives aimed at producing these connections could be perceived as supportive, they could also negatively impact motivation if they were impersonal, inequitable, inefficient, or poorly framed. These findings reinforce the literature suggesting that it is necessary to proceed with caution when labeling any particular factor as a motivator or barrier to teaching. They take us deeper, however, towards understanding how and why clinical teachers' perceptions are unique, dynamic and fluid. Incentive schemes can be beneficial for teacher recruitment and retention, but must be designed with nuance that takes into account what makes clinicians feel valued if the strategy is to do more good than harm.

Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital

PurposeThis exploratory study examines affiliate physician‐faculty perceptions and attitudes regarding a teaching incentive programme at a free‐standing children's hospital in the United States. We describe the compensation model and present faculty interpretations of its influence on the institutional culture.MethodsA case study methodology was applied to understand the sociological aspects of academic productivity interventions. In‐depth interviews, direct observation of leadership meetings, teaching activity logs, organisational theoretical lens and survey results were used for methodological triangulation. Data from these multiple sources were coded and discussed between investigators iteratively to identify core themes.ResultsOf the faculty eligible for the incentive, 32 engaged in in‐depth interviews (N = 32/107; 30%) and 88 (interviewees included) in the survey (N = 88/107; 82%). Findings suggest that while the implementation made some strides in mitigating barriers for some, for others gaps were identified that suggest further exploration within this domain of study is warranted. The incentive implementation was perceived as strategic, intending to encourage the academic culture of the hospital, though participants commonly expressed confusion about the rationale behind the omission of teaching allocations in formal contracts. However, high satisfaction levels for the programme as a conduit to change were evident. There was a perception of a shift in the collective faculty morale that reflected an evolving institutional culture that increased enthusiasm for teaching. Finally, faculty noted their perception that institutions that employ teaching incentives could positively influence faculty recruitment.ConclusionWe found a modest incentive‐based reward for teaching activity was successful in informing the perceptions of faculty regarding their institution's academic prestige goals and teaching recognition. Such programmes, while requiring a small investment of time and resources by institutional leadership, can convey that the educational mission remains a priority in this era of increasing clinical and administrative pressure and an institutional culture that may positively influence faculty morale and dedication to teaching.

The future of health professions education: Emerging trends in the United States.

The future of health professions education: Emerging trends in the United States.

Job satisfaction of teachers working in most difficult schools, with special reference to Puttalam Education Zone, Sri Lanka

The present study was aimed at identifying the job satisfaction of teachers working in the most difficult schools in the Puttalam Education Zone, Sri Lanka. The objectives were to examine whether there is any relationship between teachers’ job satisfaction and intrinsic and extrinsic factors. A survey was carried out to identify teachers’ attitudes towards their careers. Herzberg’s Two Factor Theory was used as the theoretical framework for this study. Data was collected from 93 teachers working in the most difficult schools in the Puttalam Education Zone, through a self-developed, pre-tested questionnaire. The study sample was analysed through descriptive and inferential statistics. It was found that the majority of teachers were women and married. It is significant that more than 80% of teachers working in the most difficult schools have less than 10 years of teaching experience. There is a significant relationship between job satisfaction and intrinsic and extrinsic factors. Bi-variate analysis indicated that a sense of achievement of intrinsic factors and extrinsic factors, work conditions, pay and rewards have no significant relationship with teachers’ job satisfaction. Moreover, there is a multi-collinearity between the independent variables. The study recommends that the state should address teachers’ problems by providing them adequate teaching facilities, in-service training, promotions, accommodation and incentives, and revise transfer policies to motivate and retain teachers in the most difficult schools, to provide a long-term solution for teacher shortages in such schools in Sri Lanka.

Motivation to teach surgery at non-university affiliated hospitals in Saudi Arabia: A qualitative study

This article was migrated. The article was not marked as recommended. Background: Most Saudi Arabian medical colleges rely on non-university affiliated hospitals for clinical training of their students. We explored what motivates or demotivates the surgeons who work in these hospitals to teach. Methods: Eighteen surgeons from five non-university affiliated hospitals in the Al-Qassim region of Saudi Arabia who were directly involved in teaching surgery participated in this qualitative study. The surgeons' in-depth interviews with a semi-structured questionnaire were audio-taped, transcribed, and analyzed to identify responses related to motivating and demotivating factors for teaching surgery. Results: Surgeons identified three unique factors related to teaching: (1) to accumulate spiritual credit for good deeds (motivating), (2) refusal by patients to be examined by trainees (demotivating), and (3) refusal by female patients to be examined by male trainees (demotivating). Additional motivating factors were self-satisfaction, earning a good reputation, updating knowledge, and witnessing the success of trainees. The demotivating factors were unenthused trainees, inadequate teaching settings at the hospitals, an absence of medico-legal protection for the trainees, a heavy workload, and no incentives for teaching activities. Conclusion: Providing student-trainees legal protection, offering incentives for teaching, and marketing the hospitals as training facilities will likely improve the teaching environment in non-university affiliated hospitals in Saudi Arabia.

Commentary: Paradigms, Axiology, and Praxeology in Medical Education Research.

This supplement includes 11 research papers accepted by the 2018 Research in Medical Education Committee. In this Commentary, the authors draw the attention of medical educators and researchers to questions about the researcher's philosophical paradigm. Such questions fundamentally guide research-the choice of conceptual frameworks, methods, and methodology. The authors provide a brief overview of research paradigms and the related concept of axiology and praxeology in medical education research. The authors map the 11 accepted research articles, describing the researchers' stated or implied worldviews and the impact on chosen methods. The authors close by encouraging researchers to state the research paradigm behind their research, comment on how they ensured that the methods used displayed consistency with that paradigm, and highlight the value the research adds to everyday education.

Study on the effect of training base on promoting postgraduates in professional degree of clinical medicine

Clinical training base is playing an important role in the quality guarantee of postgradu-ates in clinical medicine. The clinical allocation, teaching resources and teaching staff are important fac-tors affecting the quality of teaching. Clinical training bases should define the teaching objectives and guar-antee the teaching orientation, organization and incentive system. Meanwhile, the clinical training bases should do well in teaching evaluation and continuous improvement, so that to promote the implementation of teaching objectives and ensure the quality of teaching. Finally, a training mechanism centering on the growth and development of postgraduates majoring in clinical medicine will be constructed, improving the training effect and cultivating excellent clinicians. Key words: Clinical medicine; Professional degree; Training base

THE EXTENT TO WHICH INSTRUCTIONAL LEADERSHIP PRACTICES BY HEAD TEACHERS CONTRIBUTE TO STUDENTS’ ACADEMIC PERFORMANCE IN MACHAKOS COUNTY, KENYA

The purpose of this study was to assess the extent to which instructional leadership practices by head teachers contribute to students’ academic performance. Machakos County was chosen for this study due to its low performance by many students in the Kenya Certificate of Secondary Education Examination in most secondary schools in the recent years (2009-2013). Instructional leadership practices chosen were included defining the school mission, managing the school instructional programme, providing a conducive working climate and providing incentives for teaching and learning. The study applied Survey design. From 176 public secondary schools, stratified sampling technique was used to select 38 head teachers, 190 teachers and 345 students from among high and low performing secondary schools. The study used the Head Teacher Questionnaire (reliability 0.78), Teachers Questionnaire (reliability 0.74) and the students Questionnaire (reliability 0.75). The response was 87.5%. Multiple regression analysis was done to test the extent to which head teachers instructional practices influences on students’ performance, while linear regression was used to determine the most influential leadership practice. It was established that the Bowman and Deal’s leadership theory is applicable to Kenyan schools, with the provision of incentives for learning and teaching being the most important leadership practice towards the teaching and learning process. Article visualizations:

What affects the teaching style of German professors? Evidence from two nationwide surveys

The aim of this study is to reveal potential influences on two different teaching approaches, one that is student-focused and one that is teacher-focused. Five hypotheses were derived and tested with two representative surveys among German professors in the years 2009 and 2011. Regression analyses indicate that selective incentives for teaching have a very weak effect on the teaching approach, whereas the particular scientific disciplines seem to exert a considerable impact. In addition, the following influential factors that foster a student-focused teaching approach were identified: continuing pedagogical training (only for professors at research universities) and interaction among professors regarding teaching. In terms of gender differences, it was detected that female professors at research universities prefer a more student-focused approach to teaching.