Creating Effective Teaching and Learning Environments First Results from TALIS EDUCATION 1st Edition by Oecd Organisation For Economic Co Operation And Development ISBN 9789264056053 926405605X
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Product details:
ISBN 10: 926405605X
ISBN 13: 9789264056053
Author: Oecd Organisation For Economic Co-Operation And Development
The OECD is a unique forum where the governments of 30 democracies work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies. The OECD member countries are: This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. Creating Effective Teaching and Learning Environments: First Results from TALIS -ISBN 978-92-64-05605-3 © OECD 2009
Table of contents:
CHAPTER 1 INTRODUCTION
Overview of TALIS.
Origins and aims of TALIS.
Design of the TALIS survey.
Population surveyed and sampling options.
Choosing the policy focus of the first round of TALIS
Developing TALIS
Interpretation of the results.
Organisation of the report..
CHAPTER 2 A PROFILE OF THE TEACHER POPULATION AND THE SCHOOLS IN WHICH THEY WORK
Introduction
A profile of lower secondary education teachers
Demographic profile of teachers.
Teachers’ educational attainment.
Teachers’ job experience and contractual status.
A profile of the schools in which teachers work..
School sector.
School size.
School resources.
School admission policies.
School autonomy
School climate..
CHAPTER 3 THE PROFESSIONAL DEVELOPMENT OF TEACHERS
Highlights.
Introduction
Chapter outline.
Level and intensity of participation in professional development.
Participation rates.
Intensity of participation.
Are there trade-offs between participation and intensity?
How much variation is there in the intensity of participation?
How does participation vary by teacher and school characteristics?
Types of professional development.
Unsatisfied demand and development needs
What are the areas of greatest development need?.
Overall index of professional development need
Support received by teachers for professional development.
Compulsory professional development.
Financial support.
Salary supplements
Scheduled time.
What is the relation between support received and levels of participation?
Induction and mentoring.
Barriers that prevent meeting demand
No suitable development..
Conflict with work schedule.
Too expensive
Other barriers.
Impact of professional development..
How does perceived impact relate to participation?.
Conclusions and implications for policy and practice.
How much does the amount and profile of teachers’ professional development vary within and among countries?.
How well are teachers’ professional development needs being met?.
How best should unsatisfied demand for professional development be addressed?
Further analysis of teachers’ professional development
Additional material.
CHAPTER 4 TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDES
Highlights.
Introduction
Theoretical background and analytical framework.
Chapter outline.
Beliefs about the nature of teaching and learning.
Country differences in profiles of beliefs about instruction.
Correlations between direct transmission and constructivist beliefs.
Variance distribution across levels.
Classroom teaching practice.
Country differences in profiles of classroom teaching practices.
Domain specificity of profiles of instructional practices.
Variance distribution across levels.
Teacher’s professional activities: co-operation among staff..
Country differences in profiles of co-operation among staff..
Variance distribution across levels.
Classroom environment
Country differences in classroom environment.
Variance distribution across levels.
School-level environment: school climate.
Country differences in teacher-student relations.
Variance distribution across levels.
Job-related attitudes: self-efficacy and job satisfaction..
Country differences in self-efficacy and job satisfaction.
Variance distribution across levels.
Understanding teachers’ professionalism: first steps in linking the school context and teachers’ beliefs and practices to teachers’ perceived efficacy and the quality of the learning environment.
Significance of context and background variables.
Effects of professional development activities.
Effects of beliefs on instructional practices
Effects of instructional practices on classroom disciplinary climate.
Effects of teachers’ co-operation on teacher-student relations
Determinants of teacher job satisfaction.
Conclusions and implications for policy and practice
Teachers generally support modern constructivist beliefs about instruction, but there is scope
for strengthening this support
Teachers need to use a wider range of instructional strategies and techniques.
There is scope to improve teacher effectiveness by extending teacher co-operation and linking
this to an improved school climate.
Support of teachers’ classroom management techniques and a positive attitude towards the job.
Additional material.
CHAPTER 5 SCHOOL EVALUATION, TEACHER APPRAISAL AND FEEDBACK AND THE IMPACT ON SCHOOLS AND TEACHERS
Highlights.
Introduction
Framework for evaluating education in schools: data collected in TALIS.
Data collected in TALIS
Nature and impact of school evaluations
Frequency of school evaluations.
Focus of school evaluations
Influence of school evaluations.
Publication of information on school evaluations
Form of teacher appraisal and feedback
Frequency of appraisal and feedback.
Focus of appraisal and feedback
Teaching in a multicultural setting and teaching students with special learning needs.
Outcomes of feedback and appraisal of teachers.
Impact of teacher appraisal and feedback.
Teachers’ perceptions of the fairness of appraisal and feedback.
Impact of appraisal and feedback on teaching and teachers’ work.
Teacher appraisal and feedback and school development.
Links across the framework for evaluating education in schools.
Conclusions and implications for policy and practice.
Teacher appraisal and feedback has a positive impact on teachers.
School evaluation and teacher appraisal and feedback are relatively rare in a number of education systems, and do not always have consequences for teachers.
Teachers reported that they would receive little, if any, recognition for improving their teaching, as teacher effectiveness is not linked to the recognition and rewards they receive
School evaluations can be structured so that they and teacher appraisal and feedback lead to developments in particular aspects of school education.
Additional material.
CHAPTER 6 LEADING TO LEARN: SCHOOL LEADERSHIP AND MANAGEMENT STYLES
Highlights.
Introduction
From bureaucratic administrator to leader for learning.
Goals of the TALIS survey of principals.
Chapter outline.
Salient dimensions of secondary school management behaviour of school principals..
Management behaviour.
Management styles and school leadership.
Management styles and decision making
Management styles and characteristics of principals and schools.
Management styles and characteristics of evaluations of school performance.
Aspects of teachers’ work and school management.
Beliefs about the nature of teaching and learning.
Classroom practices of teachers.
Teachers’ professional activities.
Teachers’ classroom environment and school climate for learning.
Teachers’ attitudes towards their job
Teacher appraisal and feedback and school management.
Learning outcomes, teachers’ practices and professional development as appraisal criteria.
Objectives of the appraisal
Feedback and consequences of the appraisal.
Teachers’ professional development
Conclusions and implications for policy and practice.
New trends in school leadership are evident to varying degrees in countries’ educational systems.
While neither leadership style is consistently associated with teachers’ beliefs and practices,
there is evidence to suggest that instructional leadership is related to important aspects of the management of effective instruction in schools
Additional material.
CHAPTER 7 KEY FACTORS IN DEVELOPING EFFECTIVE LEARNING ENVIRONMENTS: CLASSROOM DISCIPLINARY CLIMATE AND TEACHERS’ SELF-EFFICACY
Highlights
Introduction and conceptual framework
Analytical model
A focus on self-efficacy and classroom disciplinary climate.
Estimations of classroom disciplinary climate and teachers’ reported self-efficacy.
Modelling strategy: country-by-country analysis.
Descriptive statistics for teachers’ reported self-efficacy.
Descriptive statistics for classroom environment.
Teachers’ characteristics and classroom disciplinary climate and teachers’ self-efficacy
Teachers’ professional development and classroom disciplinary climate and teachers’ self-efficacy
Teaching practices, beliefs and attitudes and classroom disciplinary climate and teachers’ self-efficacy.
Teaching practices, beliefs and attitudes and classroom disciplinary climate..
Teaching practices, beliefs and attitudes and teachers’ self-efficacy.
Teacher appraisal and feedback and classroom disciplinary climate and teachers’ self-efficacy
School leadership and classroom disciplinary climate and teachers’ self-efficacy.
School autonomy and school climate and classroom disciplinary climate and teachers’ self-efficacy.
Conclusions and implications for policy and practice.
Additional material.
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Tags: Oecd Organisation For Economic Co Operation And Development, Creating Effective, Teaching and Learning, TALIS EDUCATION