Teaching Incentive Research Articles

CONFLICT-TALK STUDENTS AND TEACHER’S ROLE IN ITS ORGANIZATION

Article is dedicated to the analysis of psycho-pedagogical conditions that arise in the process of learning a foreign language through the use of technology of pedagogical cooperation, allowing a beneficial effect on the mental health of students. The author proves her point of view theoretically and experimentally that such a pattern of behavior contributes to a teacher at the student’s personality more, social and psychological incentives for teaching in educational support team a psychological atmosphere in which it is possible to get opportunities to meet a very important socio-psychological needs of people: recognition, respect and attention from others, authority, etc. Purpose - to determine methodological principles for successful realization of technology of pedagogical cooperation in the frame of conflict-talk communication and cooperation, total understanding. Methodology - studying and analysis of psycholinguistic, psychological, pedagogical and methodological literature on the theme of investigation, questionnaire and testing of students. Results analysis of psycho-pedagogical conditions that are necessary for using technology of pedagogical cooperation which leads to the elimination of unnecessary conflict and aggression among students. Practical implications. It is possible for us to use the results in courses of theory of methodology of teaching foreign languages in the process of teaching them foreign languages.

Using game theory to analyse homework administering in undergraduate teaching

Effectively administering homework which is an inseparable portion of undergraduate teaching plays a crucial role in improving the teaching quality. After analysing the importance of homework and the attitude of instructors and students treating homework in detail, two non-cooperative games between an instructor and students in administering homework are established in this paper. Detailed payoff under different strategy combinations of both the instructor and students is analysed, when students are not highly self-motivated and when students are highly self-motivated. We reach the following conclusions: in the former case, instructors should take the initiative to adopt a strict strategy and inform students at the beginning so that both sides can acquire the possible maximum payoff; in the latter case, instructors should take a lenient strategy to some extent so as to lead to the maximum payoff of both sides. This paper provides a guideline to design teaching incentive effectively.

The Role of Radiology in Preclinical Anatomy: A Critical Review of the Past, Present, and Future

Radiology has been an increasingly important component of preclinical anatomy instruction since the 1960s. The global status of medical imaging pedagogies and radiologists' roles in medical anatomy education is not well established but is important in determining the specialty's contribution to undergraduate medical education. PubMed was searched with various combinations of MeSH terms including "radiology," "undergraduate medical education," and "anatomy." Articles were reviewed for relevance, and referenced articles of possible relevance were hand-traced to ensure a wide capture of articles. Although more medical schools around the world are using medical imaging to teach anatomy, some regions, such as the United States, show a decline in the proportion of imaging taught by radiologists. Lectures, small group discussions, and self-instruction remain the mainstay of current pedagogies and have witnessed dramatic changes over the past few decades with respect to the types of imaging used. Newer pedagogies use contextual and hands-on experiences to improve spatial and application principles. Qualitative and quantitative studies report somewhat mixed results of pedagogical efficacies but demonstrate generally high acceptance by students and instructors and often significant exam score improvement. Radiology as a specialty must overcome several challenges for it to become more involved in anatomy education, including teaching incentives and protected academic time. As anatomy instruction and clinical medicine grow increasingly digital, it is ever more important that radiologists continue to develop new anatomy pedagogies and contribute to anatomy education in greater roles.

Language and culture as dynamic social phenomena: Incentives for teaching and research

Language and culture as dynamic social phenomena: Incentives for teaching and research

Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school

BackgroundEvaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data.MethodsThis qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers.ResultsEvaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers.ConclusionsIn addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results.

Americans Speak Out — Are Educators and Policy Makers Listening?

PARENTS, educators, political leaders--all Americans need the information contained in the next few pages. But why this poll? First, it's not just a quick snapshot of perception. Rather, it is a serious research tool, conducted annually, that allows PDK members and other educators and policy makers to track opinion from one year to the next. And second, this poll is not meant to advocate. It is an honest, straightforward account of how Americans perceive their schools and the learning that takes place within those walls. Who decides what questions to include in this poll? In March 2008, a group of prominent educational leaders (see page 20) met to identify the issues and topics for this year's poll: * Election year politics and policies; * School quality; * Global education comparisons; * National education standards; * High school to college transitions; * Student testing and the curriculum; * Teacher quality and teaching incentives; and * No Child Left Behind legislation. We encourage you to thoroughly review each question, consider the responses, and then form your own conclusions on how to use this information. Through this candid review, we hope you will have a better understanding of which current educational practices should continue and an even clearer understanding of which practices must change. POLITICS AND POLICY: WHAT IS THE IMPACT OF ELECTION YEAR POLITICS ON PUBLIC EDUCATION? Coinciding with the presidential election, we queried Americans about their perceptions of how the two major party presidential candidates stack up on education issues. In addition, we asked other important policy questions dealing with vouchers, charter schools, financing education, local control, and changes to the No Child Left Behind legislation. * FINDINGS * Americans view Democratic presidential candidate Barack Obama as much more supportive of schools than Republican presidential candidate John McCain. This is in stark contrast to American's perceptions in the 2000 and 2004 presidential elections where Republican and Democratic presidential candidates were viewed as equally supportive of schools. Americans also trust Sen. Obama to do a better job addressing a variety of education issues from parental choice, to closing the achievement gap, to funding schools. * Americans believe the next president should turn to education leaders--not political or business leaders--in developing policies for schools. * Americans support an increased use of federal funds to maintain local schools. * Fewer than 2 of 10 Americans believe the No Child Left Behind legislation should be continued without significant change. * Americans are more supportive of school vouchers than they have been in recent years but are less favorable toward charter schools, ending a five-year trend of increased support for these alternative schools. Republicans favor vouchers much more than do Democrats. However, Democrats and Republicans favor charter schools at about the same levels. COMMENTARY PUBLIC WANTS REFORMS Ignoring the election-year stuff that journalists will surely focus on, I'm most struck by five revelations in these data: Though parents still give high marks to their own kids' schools, Americans plainly sense that not all is well with the nation's K-12 system. Hence, the middling-to-low grades for public schools in the nation as a whole and the widespread awareness that schools in other lands are doing better. The is receptive to, often eager for, a host of reforms that educators view with alarm and politicians with apprehension. These include national academic standards, national teacher testing, differentiated pay, and both charter schools and vouchers. People still know little about NCLB and are wary of its renewal, yet when it's deconstructed into key elements such as standards and testing, most people like them fine and even want more of them! …

Rewarding excellence and promoting improvement in higher education teaching in Australia

Current implementation of Australia's Learning and Teaching Performance Fund rewards universities that demonstrate outstanding performance. This paper critically evaluates the capacity of the fund to promote improvement in learning and teaching. Analysis of past data describing institutional performance clearly shows that the rank order of universities has varied little over time. It is argued that this stability implies that incentive for investment in improved teaching and learning will be restricted to those universities that tend to score close to the funding threshold. An alternative approach to funding is advocated, involving graphical communication of trends in performance using control charts. The approach seeks to broaden incentives for better teaching and learning by explicitly, (a) acknowledging excellence in any one funding round, and (b) rewarding improvement in performance over time.

Development and Implementation of a Comprehensive Strategic Plan for Medical Education at an Academic Medical Center

Despite their vital contributions to the training of future physicians, many academic teaching hospitals have grown operationally and financially distinct from affiliated medical schools because of divergent missions, contributing to the erosion of clinical training. Some institutions have responded by building hybrid organizations; others by creating large health care networks with variable relationships with the affiliated medical school. In this case, the authors wished to establish the future educational mission of their medical center as a core element of the institution by creating data-driven recommendations for reorganization, programs, and financing. They conducted a self-study of all constituents, the results of which confirmed the importance of education at their institution but also revealed the insufficiency of incentives for teaching. They underwent an external review by a committee of prominent educators, and they involved administrators at the hospital and the medical school. Together, these inputs composed an informed assessment of medical education at their teaching hospital, from which they developed and actualized an institution-wide strategic plan for education. Over the course of three years, they centralized the administrative structure for education, implemented programs that cross departments and reinforce the UME-GME continuum, and created transparency in the financing of medical education. The plan was purposefully aligned with the clinical and research strategic plans by supporting patient safety in programs and the professional development of faculty. The application of a rigorous strategic planning process to medical education at an academic teaching hospital can focus the mission, invigorate faculty, and lead to innovative programs.

University Funding Reform, Competition, and Teaching Quality

This paper explores the impact of university funding reform on teaching-quality competition. It shows that a graduate tax with differentiated, but state-regulated fees maximises the higher-education surplus, whereas student grants as well as pure and income-contingent loans do not. Fee autonomy for universities leads to results inferior to properly state-controlled fees and can make the majority of students even worse off than a central student assignment system with very poor teaching incentives.

Management accounting education and training: putting management in and taking accounting out

This paper is offered as a discussion piece. Drawing from personal research on management accounting change in the UK, and the changing roles, skills, and knowledge base required of management accountants, it argues for significant pedagogical reform to redirect education and training to these new areas. Without this the occupation may disappear, as already has happened in many organisations. As management accountants in the Anglo‐American tradition are not used in countries such as Japan and Germany, the longevity of the role should not be assumed. It is argued, contrary to claims made elsewhere, that the problems do not lie in management accounting research, which has flourished and produced a substantive body of findings of relevance to industry in a comparatively short time. Instead the paper argues that industry must look to greater sustained involvement in higher education institutions, especially at a local and operating level. In addition there are calls for reforms of topics covered in syllabuses, quality systems in education, assessment systems, and incentives for innovative teaching in higher education institutions.

A preliminary investigation into the correlation between teaching and research in the Florida State university system

Investigates the controversy surrounding the issue of empirical research productivity and quality teaching and whether or not they enhance each other or represent a trade‐off. Focuses on recent developments in Florida, where monetary incentives were provided to reward excellent teaching – the Teaching Incentive Programme (TIP). Reviews literature in the field of teaching effectiveness and research productivity. Sets out to test the results from previous studies (which found very little correlation between research productivity and teaching effectiveness) by identifying the recipients of Florida’s TIP awards, matching them with non‐recipients at the same university, gathering information on the publication record of each individual, and using sign tests to compare the recipients and non‐recipients of the TIP award. Finds that there was little significant difference in the publication records of recipients and non‐recipients. Concludes, therefore, that quality teaching and research are not mutually exclusive.

General Education Teachers' Interest in Special Education Teaching

In an effort to avoid hiring unprepared teachers, school systems may want to consider hiring general education teachers who are certified in special education. This study provides information about a potential "reserve pool" of special education teachers; specifically, general education teachers with special education certificates who have not previously taught in special education. We invesdgated the extent to which a sample of these general education teachers might be interested in moving into special education positions and their reasons for not having taught in special education. We also identified perceived deterrents to special education teaching and potential incentives that might influence them to consider teaching in special education. Questionnaires from 82 respondents were analyzed. Over half of these general educators indicated that they would consider special education positions. Respondents indicated that primary deterrents to special education teaching included paperwork and factors related to working with special populations. Potential incentives for special education teaching included adequate teaching resources and materials, minimal paperwork/nonteaching duties, opportunity to move back to general education teaching, and a modest increase in salary.

University training of entomologists, especially taxonomists in tropical Africa

University training of entomologists, especially taxonomists in tropical Africa is examined. It is concluded that generally the education of entomologists in the subregion is very poor. Teachers with correct training and orientation are either lacking or when available do not receive the necessary incentives for effective teaching. Supporting facilities for academic work are either missing or where present have deteriorated to the extent of being almost useless. The situation is thought unlikely to improve in the foreseeable future. It has been suggested that international institutions in Africa concerned with the proper progress and development of Insect Science should take steps to organize a comprehensive master’s degree programme in entomology along the Rivers State University of Science and Technology curriculum pattern. Alternatively, the duration of the Ph.D. course work may be increased to 9 months as suggested in the paper. This should help to produce at least some educated entomologists and hopefully some taxonomists for the continent.

Precision Teaching in the High School Classroom: A Necessary Step Towards Maximizing Teacher Effectiveness and Student Performance

Experiment 1 was designed to compare the effectiveness of precision teaching (PT) with the effectiveness of traditional teaching (TT). The contigent incentive incorporated into the PT procedure was availability of two optional activity days per week. The subjects were 328 high school students from 12 classes at five suburban Chicago high schools. The 12 classes were divided into matched pairs. Courses making up each pair were Algebra, Accounting, Biology, Chemistry, History, and Physics. The same teacher taught both courses in a given pair. During Phase I (12 weeks) all 12 of the classes were taught using the TT procedure. At the beginning of Phase II (12 weeks) one class from each matched pair was randomly selected and shifted to the PT procedure. There were no significant performance differences for the students in the two groups during Phase I. During Phase II the top two-thirds of PT students performed significantly better than the top two-thirds of TT students. The bottom one-third of the PT students performed significantly worse than the bottom one-third of the TT students. On a long term retention test given to the top two-thirds of students in both groups approximately five months after the completion of Phase II, the PT students retained significantly more material than the TT students. At the completion of Phase II, 21 of the PT students were performing poorly in class because of competition from their outside employment. In Experiment 2 the number of hours an employer allowed a student to work was made contingent upon the level of the student’s classroom performance. The mean percentage of total points earned by the students increased from 47.5 to 83.7. The results of the two experiments suggest that the poor academic performance of many students is due to an interaction between teaching procedure and incentive motivation. Implications and advantages of the PT procedure are discussed.