Ineffective Teachers Research Articles

Teachers’ effects on student achievement in the United States from a cumulative perspective

ABSTRACT Not all students have equal opportunities to learn from effective teachers, and students from historically disadvantaged backgrounds are disproportionately more likely to be taught by ineffective teachers year after year. However, the cumulative experience of being taught by (in)effective teachers has received less attention. Utilizing data from Tennessee’s Student/Teacher Achievement Ratio and value-added modeling, we found that cumulative exposure to highly (in)effective teachers significantly impacts students’ achievement. Students consistently taught by highly effective teachers for three years demonstrated approximately seven months more learning growth compared to those taught by ineffective teachers for the same period. The findings emphasize that the cumulative effects of prolonged exposure to highly effective and ineffective teachers can widen existing disparities in academic achievement. We conclude that teacher effectiveness, as well as access to and distribution of effective teachers, should be viewed from a cumulative perspective to better understand, effectively address, and reduce educational inequality.

21st Century Skills Through STEAM Education: Analysis of School Leaders’ Perspectives

STEAM is an educational approach that strive for developing students’ STEAM skills to meet the demands of the global workforce. This research examined the role of STEAM education in developing 21st century skills, and the factors influencing the integration of STEAM education in the Pakistani education system. It was a descriptive research. A sample of 100 school leaders, 52 male and 48 female, using a simple random method was selected. Researchers made questionnaire based on a five-point Likert scale was used for data collection after confirming its validity and reliability. The instrument's reliability (α =.87) was calculated. The collected data were analyzed it using SPSS (version 26). This study revealed that the majority of the school leaders agreed about developing 21st century skills through STEAM education such as technology and information literacies, problem solving, critical thinking, leadership, social and civic literacy and responsibility. Most of the leaders also agreed regarding the factors influencing the integration of STEAM education in the Pakistani education system, such as lack of resources and infrastructure, ineffective teacher training, traditional teaching methods, cultural barriers, lack of awareness, lack of budget, traditional testing system, limited collaboration with industry, language barriers, and lack of clear guidance in policy and curriculum. Both Male and female leaders were agreed equally regarding 21st century skills and factors influencing integration of STEAM education. This study recommends that Ministry of Education should minimize the aforementioned factors in order to ensure the effective integration of STEAM education in Pakistani education system and in order to develop 21st century skills among students.

The sustainability of information and communication technology (ICT) in previously disadvantaged public schools in Gauteng, South Africa

In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the “Classroom of the Future” programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one’s needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of departmenti take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates.

课程思政理念下大学生职规课课程建设：内涵、可行性及实现路径

高校推行课程思政建设，是深入回答“高校应该培养什么样的人，如何培养人以及为谁培养人”这一根本问题的重要举措。《大学生职业生涯规划与就业指导》类课程是大学生学习职业生涯知识，增长就业技能和职业素养的主渠道，对人才培养和毕业生就业方面有着显著的作用。将课程思政理念融入大学生职规课的课程建设，有助于解决当前高校大学生职业规划课程课程理论不健全、师资力量薄弱、教材建设不足、教学效果不佳等问题。对于培养大学生正确的世界观、人生观、价值观和树立科学的择业观、就业观有重要意义。 Implementing curriculum ideological and political construction in colleges and universities is an important step toward answering the fundamental question of "what kind of people colleges and universities should cultivate, how to cultivate people, and for whom?"College students' career planning is the primary channel through which they learn about careers and improve their employment skills and professional quality. Integrating the concept of curriculum thought and politics into the curriculum construction of a college students' vocational planning course will aid in the resolution of issues such as imperfect curriculum theory, ineffective teachers, inadequate textbook construction, poor teaching effect, and so on. It is critical to cultivate college students' correct worldview, outlook on life, and values, as well as to establish a scientifc perspective on job selection and employment.

School Principals' Informal Criteria in Assessing Their Teachers: A Comparative Study

Teacher appraisal is a necessary tool to manage staff, hire new candidates, and develop senior members. Principals use formal quantitative tools that reflect the competitive social environments in which schools operate. This study explores school principals' informal attitudes regarding the personal and professional traits they believe teachers should have or not have. Following Yariv's (2009) study we compare heads in four countries – Botswana, Romania, India, and Israel. Within a non-random convenience sampling, we held a short telephone interview (or written questionnaire) with 132 elementary and high school principals. The two most preferred traits in the entire sample were high motivation and accountability. As it turns out, school principals are less impressed by traits like professionalism or honesty. The two least preferred traits are the poorly motivated teachers and those who lack professional values and conduct. Phi and Cramer’s V test indicated a significant association between nationality and the traits of effective and ineffective teachers. The discussion analyzes the hierarchy of considerations principals maintain and the central role of the common characteristics of principalship upon national and cultural influences.

THE RESEARCH INTO ACME-FEATURES OF PRODUCTIVE SCIENTIFIC AND PEDAGOGICAL ACTIVITY OF HIGHER EDUCATION INSTITUTIONS TEACHERS

The article presents the results of a study of the features of productive scientific and pedagogical activities of higher education institutions teachers. The research has been conducted on the basis of acmeological approach. The analysis of scientific and pedagogical activities of the teachers has been made being based on the study of scientific works and the selection of appropriate criteria (goal-motivational, cognitive, activities, communicative, reflective-productive ones). The three levels of their productivity are differentiated. The highly productive level is characterized by such aspects: teachers' scientific orientation, the interest in scientific knowledge, the constant need to generate new ideas, high-level research knowledge and skills, the desire for continuous self-development, high level of research competence. The productive level is characterized by such aspects: teachers' inherent need to acquire value-oriented innovative knowledge, pertinent skills, continuous self-improvement, significant effectiveness of scientific and pedagogical activities. Ineffective teachers are characterized by such aspects as low motivation and lack of interest in scientific research, low efficiency of scientific activity. The dependence of the motives for further scientific and pedagogical activity on the level of teachers' productivity has been proved in the process of the research of their acme-peculiarities. It has been proved that it is the creative nature of teachers' activity that allows to realize both their own natural potential and the natural talents of young researchers. Thus, the study of acme-features of productive scientific and pedagogical activities of the teachers of higher education has shown that a set of activating factors of motivation, satisfaction and research competence determine the creative orientation of teachers, their desire to reach the acme-pinnacles.

Expanding Instructional Leadership: How Elementary School Principals in Israel Ensure the Right Teachers are in the Right Places

ABSTRACT The available frameworks of instructional leadership do not include functions aimed to ensure that teachers are suited for their position, such as hiring appropriate teachers, placing teachers effectively, and firing ineffective teachers. This study explored how principals link their responsibility of ensuring that existing teachers are the right people for the job with their instructional leadership. Data was collected through interviews with 29 Israeli principals. Findings show that, unlike the available frameworks of instructional leadership, ensuring that the right teachers are on staff was perceived by principals as essential to their instructional leadership. Potential explanations for this gap are discussed.

Staffing for School Turnaround in Rural Settings

ABSTRACT Recruiting and retaining effective teachers is critical to school turnaround. However, research on how improving educator quality in low-performing schools contributes to school improvement is largely situated in urban settings. This study examines staffing practices through a descriptive analysis of the first cohort of Comprehensive Support and Improvement (CSI) schools in North Carolina. In the 94 schools slated for turnaround, ineffective teachers in rural schools were less likely to turn over than in non-rural schools. Instead of filling vacancies with more effective teachers than they lost, rural schools tended to assign their more effective teachers to tested grades and subjects.

Promoting and Enhancing Effective Teacher Professional Development in Tanzania: Lessons from Chinese Teacher Professional Development

This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.

The reality and obstacles of implementing primary teachers with the engineering design in teaching science

The research aims to determine the science teachers' knowledge level in elementary schools about the engineering design concept. It determines the application level of engineering design among the science teachers at the elementary level in teaching science and highlights the obstacles faced in implementing these. The descriptive survey method was used to achieve the research aim by applying a questionnaire to a sample of 97 science teachers in primary schools in Riyadh city. The research was limited to the concepts of engineering design and engineering practices as mentioned in the next generation of NGSS science standards. It was found that science teachers were unaware of the importance of developing engineering design skills among students. It might be due to ineffective teachers' training in engineering design skills development. It is strongly suggested to educate supervisors about the importance of directing male and female teachers to apply engineering design in science teaching for the elementary stage. It is essential to provide appropriate educational laboratories and means for employing engineering design and teaching science for the elementary stage.

Teacher Induction Policies and Practices in Two Different Contexts: A Comparative Study of Turkey and the USA (State of Wisconsin Sample)

Research provides considerable evidence that students of effective teachers have significantly higher achievement than students of ineffective teachers. According to the research findings, the induction support provided to beginning teachers who are less effective can accelerate their professional growth, making them more effective faster. Although there is no universal best practice in beginning teacher induction, there are many programs around the world that are well-planned and executed. When designing beginning teacher induction programs, it is wise to take into consideration the policies and practices that proved successful. With this aim, this study adopted a cross-national comparative case study approach to investigate the new teacher induction program of the USA (State of Wisconsin Sample), one of the earliest implementers of national teacher induction scheme (1992), and that of Turkey, who has been implementing a systematic teacher induction since 2016, in detail to help in reviewing and strengthening the induction policies and practices of Turkey. Accordingly, qualitative data were collected through document analysis and semi-structured interviews with program directors, beginning teachers and mentors in each country and subject to both within and cross-case analyses to identify the similarities and differences across the cases and determine the best practices. Finally, some policy suggestions were made, such as employing full-time high-quality mentors using a precise mentor selection process based on qualities of an effective mentor, offering mentors initial and continuous professional development opportunities, providing sanctioned time for mentor-teacher interactions, describing the roles and responsibilities of all program stakeholders clearly and promoting cooperation among all stakeholders. The study expects to provide information to policy-makers and leaders in an effort to provide a precise analysis of the teacher induction program in Turkey and to suggest areas where we can learn from another implementation.

When tenure ends: the short-run effects of the elimination of Louisiana's teacher employment protections on teacher exit and retirement

ABSTRACT Most teachers have tenure protections that constrain dismissal. Some argue that tenure improves recruitment and retention by mitigating the risk of monopsony employment and substituting job security for lower salaries. Others argue that tenure reduces performance incentives making it difficult to dismiss ineffective teachers. We examine supply-side responses of teachers after the elimination of tenure before administrators could use performance to dismiss teachers. Voluntary teacher attrition increased after tenure elimination with effects concentrated in groups that are theoretically most likely to value job protections. Specifically, tenure removal increased exit of teachers with bottom decile value-added measures and retirement eligible teachers.

Poor Kids versus Bad Teachers: Vergara v. California and the Social Construction of Teachers

Background In the past decade, the laws governing teachers’ employment have been at the center of legal and political conflicts across the United States. Vergara v. California challenged five California state statutes that provide employment protections for teachers. In June 2014, a California lower court declared the statutes unconstitutional because they exposed students to “grossly ineffective teachers.” Purpose The purpose of the article is to document and analyze how Vergara was presented in the print news media. It is important to understand how the print news media presents education policy debates to the public, because the print news media shapes the general public's understanding of education and other public policy debates by providing frames and themes for interpreting the issues in question and people associated with them. Research Design Using the social construction of target populations and political spectacle as conceptual lenses, we conducted a content analysis of print news media articles on the Vergara case published between June 2012 and November 2014. We provide a descriptive overview of the full corpus of articles published during this period and a thematic analysis of the 65 unique news articles published in the aftermath of the decision. The latter focuses on news articles because they are intended to provide more objective coverage of the case than opinions or editorials. Findings In the print news media coverage, the word “teacher” was often paired with a negative qualifier, which suggests that Vergara was an effort to change the relatively advantaged social construction of teachers. Similarly, metaphors and the illusion of rationality associated with political spectacle were used in ways that bolstered the plaintiffs’ claims. While Vergara consumed a substantial amount of philanthropic and public dollars, ultimately it did not change the policies that govern teachers’ employment in California. Vergara may have been more successful in shaping the general public's perceptions of teachers and the conditions of teachers’ employment in the period following the trial.

A Comparison Differences in Students’ Perceptions Toward Using Teacher’s Feedback

This study aims to compare their perceptions between gender and their age toward using the teachers’ feedback in their classroom. This study applied a quantitative method with survey method, which allowed the data to be quantified and analyzed using statistical analysis. In collecting the data, the Questionnaire Feedback, Identification, School Trajectories that measure their perceptions about Effective Teachers’ Feedback (EFT) and Ineffective Teachers’ Feedback (IEFT) have been used. The samples are 125 students, who are 53 boys and 72 girls, also 17 and 18 years old. The data are analyzed by descriptive statistics. The findings showed that there were statistically significant differences perceptions among students across their genders (p≤0.001) on EFT perceived. Furthermore, there is a significant difference between 17 years old students and 18 years old students (p≥0.05) on EFT perceived. As the result, the students’ gender and their age have main effect, with girls perceiving are more effective than boys, which leads them to report receiving more feedback from their teachers when compared to boys, and 18 years old students’ percept more than 17 years old students on teachers’ feedback toward their reading achievement.

Identifying and Producing Effective Teachers

Teachers are among the most important school-provided determinants of student success. Effective teachers improve students' test scores as well as their attendance, behavior, and earnings as adults. However, students do not enjoy equal access to effective teachers. This article reviews some of the key challenges associated with teacher policy confronted by school leaders and education policymakers, and how the tools of applied economics can help address those challenges. The first challenge is that identifying effective teachers is difficult. Economists use value-added models to estimate teacher effectiveness, which works well in certain circumstances, but should be just one piece of a multi-measure strategy for identifying effective teachers. We also discuss how different policies, incentives, school characteristics, and professional-development interventions can increase teacher effectiveness; this is important, as schools face the daunting challenge of hiring effective teachers, helping teachers to improve, and removing ineffective teachers from the classroom. Finally, we discuss the supply and mobility of teachers, including the consequences of teacher absenteeism, the distribution of initial teaching placements, and the characteristics and preferences of those who enter the profession.

No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers

Research examining excellence in teaching is extensive. Nevertheless, research examining the inverse—what constitutes poor or ineffective teaching—has not been as systematic. The current research addresses this gap in the literature by examining student and faculty perceptions of the qualities and behaviors of ineffective teachers. Students and faculty identified being disrespectful as the number one perceived quality of ineffective teachers. Both groups of respondents also agreed that having weak rapport was indicative of ineffective teachers. Overall, students had a tendency to focus more on the social aspects of the student–teacher relationship, whereas faculty focused more on professional competencies. These findings provide additional support on teaching misbehaviors to avoid both in and outside of the classroom.

Instructor responses to disruptive student classroom behavior: a study of brief critical incidents

ABSTRACT This study used rhetorical and relational goal theory to examine the different ways college instructors respond to disruptive behaviors by students in the classroom. Student participants provided and described a critical incident involving a disruptive classmate that either was or was not handled effectively by the instructor. Results identified differences between effective and ineffective instructors’ responses. Although teachers responded to similar types of incidents, there were thematic differences between what students named as effective and ineffective responses, with effective teachers managing both rhetorical goals and relational goals successfully. These teachers facilitated an open discussion, provided explanations to students’ questions, remained composed and respectful, and managed cumbersome issues outside of the classroom. In contrast, ineffective teachers insisted on their own view and/or dismissed students’ voices, ignored and/or avoided students’ concerns, escalated conflicts, or indulged students or issues for too long. They showed little attention to relational goals and did not pursue highly effective rhetorical goals. Furthermore, participants often had strong, negative lasting impressions when instructors handled issues poorly.

Ensuring Teachers’ Job Suitability: A Missing Component of Instructional Leadership

Instructional leadership can be defined as an educational leadership approach whereby the school principal is involved in a wide range of activities aiming to improve teaching and learning for all students. Surprisingly, the literature about instructional leadership practices has not mentioned school leaders’ practices for hiring appropriate teachers and for determining whether existing teachers are the “right people” for the job. This suggests that instructional leaders are not necessarily expected to ensure that the right people are on board. The current study’s goal was to explore principals’ perceptions regarding their role in ensuring teachers’ job suitability and its relation to instructional leadership. Data collection included interviews with a diverse sample of 59 Israeli principals. Data analysis revealed that school principals perceived the issue of teacher hiring/firing as complicated. Therefore, they often regarded related tasks—such as deciding which attributes are most important for effective teachers, determining how such effective teachers can be proficiently screened for hire, and executing dismissal of ineffective teachers—as impossible or impractical. The current study suggests that this perception led principals to refrain from considering the activities involved in ensuring teacher suitability as means to improve teaching and learning. Practical implications and further research are discussed.

Access to Effective Teachers and Economic and Racial Disparities in Opportunities to Learn

ABSTRACTThis paper provides detailed description of students’ access to one critical educational resource, teachers that effectively promote learning. Using large-scale administrative data from North Carolina in grades 3–8 and value-added measures of effectiveness, I find disadvantages for poor, American Indian, African American, and Hispanic students, but disparities represent less than 2% of observed achievement gaps. Gaps are driven by differential risks of exposure to especially ineffective teachers, which occur between and within schools. The distribution of teacher-related learning opportunities therefore highlights White and higher SES students’ advantaged access to important educational resources as well as apparent limits to those advantages.

Communication Styles used by Effective EFL Teachers in Classroom Interaction

This research was conducted to find out; (1) the characteristics of the effective teachers based on the students’ perception; (2) to describe the communication styles used by EFL teachers in classroom interaction; (3) to find out when and why the teacher used the aggressive, assertive and passive style. This research applied mixed method research. The instruments of this research were questionnaire, observation, and interview. The sample of this research consisted of 265 students at SMA Ummul Mukminin boarding school Makassar, in academic 2017/2018. The subjects of the research were three experienced English teachers. The research finding based on students’ perception to the EFL English teachers in each class showed that Mrs. Wal got 73.5% categorized as very effective teacher, Ms. WN got 76.9% categorized as very effective teacher, Mr. As got 65.2% categorized as effective teacher. The teacher was very effective described by students who had 20 positive attitudes that have to be done and 24 negative attitudes for ineffective teachers that must be avoided. Furthermore, the research revealed three findings in communication styles used by teachers. The first was aggressive style, the second was assertive style, and the third was passive style. The teachers used those styles based on the context and situation during English classroom process. The most dominant communication style used by the teacher was aggressive.