How Experienced English Teachers Assess the Effectiveness of Their Literature Instruction.

Autor/in	Agee, Jane
Institution	National Research Center on English Learning and Achievement, Albany, NY.
Titel	How Experienced English Teachers Assess the Effectiveness of Their Literature Instruction.
Quelle	(1998), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decision Making; English Instruction; English Teachers; High Schools; Literature Appreciation; Self Evaluation (Individuals); Teacher Attitudes; Teacher Effectiveness; Georgia; New York + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Literarische Wertung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This study examined some of the factors that shaped how 18 experienced English teachers in New York and Georgia high schools assessed their instructional effectiveness and how they used their assessments to make instructional decisions for the teaching of literature. The research focused on three issues: how these teachers gauged their effectiveness; what factors shaped their beliefs about effective teaching and learning; and how their assessments informed decisions about instruction. To examine the larger system of beliefs that informed these teachers' perspectives on what constituted effective teaching and learning, the researcher collected data on factors that shaped their decisions, the kinds of evidence they sought to gauge their effectiveness, and how their teaching reflected their beliefs. The general feedback these teachers looked or listened for in student talk or writing was linked to four instructional processes: (1) meeting immediate and longer-term goals for teaching literature; (2) making changes in approaches to literature; (3) helping students learn specific skills; and (4) helping students achieve higher levels of intellectual understanding. The specific evidence they sought to decide whether or not their instruction was effective was strongly influenced by their personal histories, their perspectives on students, and their goals for teaching literature. Student factors such as grade level, labeled ability level, race, and home culture emerged across all school sites as important factors in teachers' assessments of instruction. (Contains 32 references, and 5 tables and a figure of data.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC