Less-experienced Teachers Research Articles

Perspectives of teachers at music schools toward children's extra-musical abilities promoted by music lessons.

Musical activities foster children's social ability. However, the question remains whether professional music teachers consider musical training to have an influence on extra-musical abilities or only on the acquisition of musical skills. We conducted an online survey to collect open-ended responses regarding this question from over 2,000 music teachers in one of the biggest extracurricular fee-charging music school groups in Japan. Teachers' free descriptions were classified into non-cognitive skills, and frequently occurring words were extracted through text mining. The results showed that, although the primary goal of music teachers who provide fee-charging lessons may be to teach musical skills to their students, they were aware of the effects of music lessons on children's non-cognitive development. Our study's main findings include: (1) despite free-descriptions, 92% of teachers reported that children acquired extra-musical abilities, and 98% of these responses were categorized as non-cognitive skills, (2) the most common responses within non-cognitive skills were "collaboration," "task performance," and "engaging with others", and (3) there was a significant positive correlation between teaching experience and frequency of mentioning non-cognitive skills. Views on extra-musical abilities, which experienced music teachers especially had, may improve less-experienced teachers' perspectives on teaching as well as their social roles and occupational awareness.

How does experience teaching in Japanese EFL classrooms inform English native-speaker educators classroom practices? The negotiation of face in university classrooms

Abstract Language teachers experience a range of challenges unique to the cultural and social contexts in which they work. To negotiate these challenges and facilitate language acquisition, teachers draw on linguistic and sociocultural knowledge of the L1 and L2. United by a desire to develop and/or maintain positive aspects of face, students and their teachers employ culturally, socially and individually informed communicative strategies and behaviour to demonstrate individual worth and maintain classroom appropriateness. In this study, we analyzed the insights and practices of experienced and less experienced English native-speaker teachers (ENSTs) working with Japanese university students to identify challenges encountered within the classroom. The experienced language teachers (ExTs) identified a diverse array of challenges including student mental health, teacher fatigue and assessment transparency. In contrast, the less experienced teachers (LExTs) agreed that key challenges were student silence, use of the L1, and students sharing information. Focusing on the themes identified by the LExTs, we observed student/teacher interaction during learning activities and isolated the linguistic practices and behaviours employed by both groups of teachers. Through examining classroom exchanges we hope to arrive at a deeper understanding of the linguistic politeness strategies employed by ENSTs and potential implications for the negotiation of face.

Command secondary school teachers’ perceived usefulness of electronic media for teaching-learning in Lagos State

The general objective of this study was to investigate the perceived usefulness of command secondary school teachers towards utilization of electronic media for teaching in Lagos State. The study was a descriptive type using quantitative approach of the survey method. Three hundred (300) teachers were randomly selected from the teachers in command secondary school (CSS) in Lagos. At the end of the survey, 280 teachers adequately responded to the questionnaire and were used for the study. A research question was raised and three hypotheses were tested for this study. Mean scores were used to answer the research question, while t-test was used to test all the 3 hypotheses. The study revealed that: (1) teachers had positive perception on the usefulness of electronic media with a grand mean value of 3.37, (2) there was no significant difference between male and female teachers’ perception on the usefulness of electronic media for teaching; (3) no significant difference between qualified and less qualified teachers in the perception on the usefulness of electronic media for teaching; and (4) no significant difference between experienced and less-experienced teachers in the perception on the usefulness of electronic media for teaching. The study concluded that teachers in CSS have the same perception about the usefulness of ICT in education. The study thus recommended that there is a need for in-house training and periodic orientation on the use of available electronic devices for the teaching and learning in the schools. Learners are to be exposed to available media in other relevant departments to complement the process.

Assessing the Practices of School-based English Mentoring: The Case of Four Government Secondary Schools in West Gojjam Zone

The main purpose of this study was to explore EFL teachers’ practice on school-based English mentoring on four selected government secondary schools in West Gojjam Zone. To put this in to effect, descriptive survey design was used. To collect data 16 experienced EFL teachers who are assigned to lead the mentoring role and 36 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as a source of data. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants respectively. Whereas, comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low. The literature in the field suggests that less-experienced teachers’ learning to teach can be facilitated through the constructive support and advice of experienced teachers within a collaborative learning environment. However, this research highlights there is a loose interaction among the stakeholders of the mentoring practice – mentors, mentees and school administrators. And finally based on the findings of the study, some possible suggestions were recommended to responsible bodies.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialization. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

A case study of developing ICT-supported pedagogy through a collegial practice transfer process

A collegial practice transfer process between more- and less-experienced teachers was examined in two cases that sought to encourage teachers to use information and communication technology (ICT) in a pedagogically meaningful way. Collegial practice transfer aims to offer new models for in-service teacher training. The process included guiding sessions, training materials presenting authentic pedagogical examples, and try-outs in the classroom. The success of practice transfer was examined through comparing the classroom practices of more- and less-experienced teachers applying the Pedagogical Infrastructure Framework, and through analyzing the tutored teachers' self-reported experiences in interviews. The process provided flexible support and gave self-confidence to the less-experienced teachers. Technology use was successful, but the tutored teachers designed less coherent tasks and weaker support for pupils' collaboration, knowledge construction and metacognition than their more-experienced colleagues. When tutoring, underlying educational ideologies and reasons should be explicated in addition to practical issues of classroom orchestration and technology use.

Teacher Allocation Policies and the Unbalanced Distribution of Novice and Senior Teachers across Regions in Turkey

Policies toward fostering a more balanced distribution of teacher quality have garnered considerable attention from researchers and policymakers around the world. This attention has been motivated largely by the widely acknowledged educational goal of providing quality education for all children. Equipped with similar policy concerns, this study examines the initial assignment of novice teachers and voluntary transfer of senior teachers to determine whether there is any kind of sorting pattern in the allocation of novice and experienced teachers to schools across regions, particularly across provinces, in Turkey. Using the entire initial teacher assignment and voluntary teacher transfer data in between 2010 to 2014, the descriptive and correlational analyses in this study provide clear evidence that both novice and senior teachers are unevenly allocated across regions. The findings suggest that already-disadvantaged students in the less-developed eastern regions of the country are far more likely to be exposed to novice and/or less-experienced teachers. Possible explanations of this observed teacher sorting pattern and its policy implications are discussed.

Teacher Pay Reform and Productivity

This paper studies the impacts of teacher pay-for-performance (P4P) reforms adopted with complementary human resource management (HRM) practices on student achievement and workforce flows. Since 2005, dozens of Minnesota school districts in cooperation with teachers’ unions implemented P4P as part of the state’s Quality Compensation program. Exploiting district variation in participation status and timing, we find evidence that P4P-centered HRM reform raises students’ achievement by 0.03 standard deviations. Falsification tests suggest that gains are causal. They appear to be driven especially by productivity increases among less-experienced teachers.

Teachers adapt their instruction according to students’ academic performance

This study examined the extent to which a student’s academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in a questionnaire on five successive days on the active instruction they have given a particular student. The results showed that the poorer the performance in reading a student showed in fall, the more active instruction teachers reported giving a student in spring. Moreover, the poorer the performance in mathematics a student showed in fall, the more active instruction less-experienced teachers reported giving that particular student in spring. The giving of active instruction by less-experienced teachers also contributed to an increase in children’s subsequent performance in mathematics.

Premium Copayments and the Trade-Off between Wages and Employer-Provided Health Insurance

This paper estimates the trade-off between salary and health insurance costs using a unique data source on salary and benefits provided to public school teachers in over 600 schools districts in Illinois between 1991 and 2008. Our analysis indicates that total health insurance premiums rose for Illinois teachers at the same rate as they did in the nation more broadly. We find no evidence that changes in teachers’ salaries within a district over time are related to changes in insurance premiums. However, teacher cash compensation is reduced through increased employee premium copayments when health insurance premiums increase. Teachers paid about 17 percent of the cost of individual health insurance and about 46 percent of the cost of their family members’ plans through increased premium copayments. We find no evidence that rising health insurance premiums reduce districts’ demand for teachers or that districts substitute less-experienced teachers when health costs rise. These findings indicate that rising health insurance costs raise total compensation costs, which is at odds with the standard view that the incidence of benefit cost increases are borne entirely by employees. This result suggests the value employees place on the changes in health care that are driving premium increases is less than the cost of the changes to employers. We find evidence consistent with this interpretation; the responsiveness of copayments for family insurance in response to changes in the family health insurance premium is larger in districts with an older, more experienced teacher workforce who are likely to value health care more than their younger colleagues. We hypothesize that technology driven health care cost increases may explain the difference between the higher cost of health insurance to employers and their value to employees.

Incidental Focus on Form Techniques in Iranian EFL Classrooms: A Comparison between Expert and Novice Teachers

This study was an attempt to test whether there is an association between teachers' level of experience and frequency and type of FFEs they use in EFL classes. Also, it investigated the distribution of FFEs across two different proficiency levels, which were elementary and pre-intermediate. Six teachers (three experienced and three less experienced) participated in this study. Thirty-six classes were audio-recorded, with six sessions for each teacher. Then data was first transcribed, codified, and was then analyzed statistically. The results of statistical analysis revealed that less-experienced teachers used FFEs more frequently than experienced teachers. Also with regard to level of proficiency, both groups of teachers were found to use more FFEs at pre-intermediate level. It was also found out that more experienced teachers were different in terms of type of FFEs compared with their novice counterparts. These findings may have implications for teacher training programs.

Helping less-experienced teachers of English to evaluate teachers' guides

This article presents recommendations for an evaluation checklist for teachers' guides intended for less-experienced teachers of English, and for those who lack confidence in their own English proficiency. It is suggested that this fills a gap in the current literature on materials evaluation, which is mainly aimed at an audience of experienced teachers of English. Reasons for evaluating materials are given, followed by a discussion of published checklists, and a revised compilation of their criteria in a concise checklist which makes use of a simple method of priority weighting (see Appendix). The final product can be used by teachers independently, or as an introduction to materials evaluation in teacher training.

An Analysis of Sequential Patterns of Instruction in Piano Lessons

The purpose of this study was to investigate verbal behaviors of independent piano teachers in private lessons. Forty-seven lessons from 25 teachers were recorded on audiotape, scripted, and analyzed for time spent in teacher presentation, student participation, and teacher reinforcement. Frequencies were obtained for complete/correct, complete/incorrect, and incomplete teaching patterns observed. Results indicated significant differences due to student age in presentation of musical information, teacher talk, teacher coaching, and student participation. Students perceived as “average” by teachers received significantly more directive comments than “better” students. Significant interactions were observed for verbal reinforcement by student and teacher experience. Teachers with more than 18.5 years of experience were more disapproving to students with more than 3.5 years of playing experience. Less-experienced teachers were more specific with approvals than their more-experienced colleagues. Frequencies of complete/correct patterns of teaching were significantly lower than other patterns observed.

Comparison of student, first-year, and experienced teachers' interpretations of a first-grade lesson

Student, first-year, and experienced teachers were shown a videotape of a first-grade language arts lesson and asked to write responses to three questions about the lesson. The questions focused on classroom management, teacher-student interactions, and use of students' knowledge. The written responses were analyzed in terms of length, complexity, linguistic cues, and topics discussed. Few differences were found between the student teachers and the first-year teachers. The experienced teachers showed a greater understanding of the interconnectedness of classroom events. Differences between the experienced and less-experienced teachers were found in the topics dicussed. Implications of these findings for teacher education are discussed.

Mental health services to a racially troubled school.

C HORTLY AFTER the De Paul Community Mental L) Health Center opened in New Orleans in 1967, staff members visited all schools in the catchment area as one means of informing the community of the center’s services. During a visit to one of the elementary schools, the principal requested help with problems created by a major change in the racial composition of the student body. As a result of that request, the Audubon School project was developed. It exemplifies the center’s continuing efforts to provide truly comprehensive mental health services, anti to develop close working relationships with other community resources. Audul)on School, located on the edge of a low-i ncome, predomi na iiiiy black neighborhood, traditionally had been attended by white middle-class children. Within four years after its desegregation, there was a complete turnover to black children from low-income families. The school’s academic ranking dropped from among the top five in the parish (county) to 96th out of 97. Half of the teaching staff, all of whom were white women, left shortly after desegregation began and were replaced by well-qualified but less-experienced teachers, who also were white. The request for the center’s help stemmed from the hope that some methods could be devised to help alleviate the hostilities, fears, and lack of understanding inherent in the school’s situation. The project that evolved was conducted over two school years, beginning in October 1967 and ending in May 1969. It was sanctioned by the superintendent and the board of education of the New Orleans public schools as a demonstration in mental health and