Assessing the Quality of Teachers' Teaching Practices

Autor/inn/en	Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan
Titel	Assessing the Quality of Teachers' Teaching Practices
Quelle	In: Educational Assessment, Evaluation and Accountability, 24 (2012) 1, S.25-41 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-011-9134-2
Schlagwörter	Physical Education; Educational Research; Physical Education Teachers; Teaching Methods; Teacher Effectiveness; Elementary School Teachers; Video Technology; Scoring Rubrics; Learner Engagement; Scores; Statistical Analysis + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Bildungsforschung; Pädagogische Forschung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Scoring formulas; Auswertungsbogen; Statistische Analyse
Abstract	This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and validated by Chen, Hendricks, and Archibald ("Educational Research and Evaluation" 17: 13-32, 2011) with the Dartfish 5.5 ProSuite. The results of the descriptive statistics and the percentage requirement indicated that across the 30 taped lessons the teachers fully demonstrated the quality of Task Design and Management, mostly implemented the quality of Task Presentation, and partially provided the quality of Instructional Response to students' task engagement. The MANOVA and the follow-up ANOVA revealed that there were significant differences of the mean scores on the Task Presentation, Management, and Instructional Response sub-scales and the Overall Teaching total scale of the AQTR, but not on the Task Design sub-scale among each teacher's teaching. Each of the nine teachers demonstrated different quality levels in terms of the four essential dimensions of the teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10