Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809

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Sonst. Personen	Pouezevara, Sarah (Hrsg.)
Institution	RTI International
Titel	Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809
Quelle	(2018), (340 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-934831-22-9
Schlagwörter	Foreign Countries; Teacher Behavior; Behavior Change; Faculty Development; Teacher Effectiveness; Educational Practices; Instructional Improvement; Educational Quality; Cost Effectiveness; Systems Approach; Coordination; Teacher Educators; Literacy Education; School Administration; Leadership; Beginning Reading; Inservice Teacher Education; Telecommunications; Technology Uses in Education; Retention (Psychology); Achievement Gains; Outcomes of Education; Adoption (Ideas); Instructional Innovation; Athletic Coaches; Peer Teaching; Social Theories; Teacher Motivation; Emergent Literacy; Coaching (Performance); Ethiopia; Zambia; Malawi; Nigeria; Philippines; Indonesia; India + Suchen Sie Ihr Suchwort? Ausland; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Unterrichtsqualität; Quality of education; Bildungsqualität; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Systemischer Ansatz; Koordination; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Führung; Führungsposition; Erstleseunterricht; Lehrerfortbildung; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Merkfähigkeit; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Ideas; Ideenfindung; Educational Innovation; Bildungsinnovation; Peer group teaching; Peer Group Teaching; Gesellschaftstheorie; Frühleseunterricht; Äthiopien; Sambia; Philippinen; Indonesien; Indien
Abstract	This book responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as "teacher behavior change"). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders. This book contains the following chapters: (1) Understanding and Influencing Teacher Behavior Change: Editorial Introduction (Sarah Pouezevara); (2) Changing Teacher Educators' Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators' Professional Development Experiences in Ethiopia (Dawit Mekonnen, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi); (3) School Leadership and Early Grade Reading: Examining the Evidence in Zambia (Mitchell Rakusin and Guy Bostock); (4) Making Sense of Teacher In-Service Training in the Philippines (Nancy Clark-Chiarelli and Bonita Cabiles); (5) Short Message Service (SMS)-Based Remote Support and Teacher Retention of Training Gains in Malawi (Timothy S. Slade, Scott Kipp, Stirling Cummings, and Kondwani Nyirongo); (6) Relationships Between Coach Support and Teachers' Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA) (Karon Harden, Alison Pflepsen, and Simon King); (7) Using Activity Theory to Understand Teacher Peer Learning in Indonesia (Sarah Pouezevara, Feiny Sentosa, and Tifa Asrianti); (8) Teacher Motivation and Behavior Change: Results of the Teacher Motivation Diagnostic Tool in Northern India (Molly Hamm-Rodríguez, Emily Richardson, and Jarret Guajardo); and (9) Once More Up the Mountain: The Promise of High-Quality Teaching Depends on Behavior Change (Lee E. Nordstrum). Contains a section about the contributors and an index. (Individual chapters contain references.) [Erin Newton compiled this volume.] (ERIC).
Anmerkungen	RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01