A Cross-Cultural Comparative Study of Teacher Effectiveness: Analyses of Award-Winning Teachers in the United States and China

Autor/inn/en	Grant, Leslie W.; Stronge, James H.; Xu, Xianxuan
Titel	A Cross-Cultural Comparative Study of Teacher Effectiveness: Analyses of Award-Winning Teachers in the United States and China
Quelle	In: Educational Assessment, Evaluation and Accountability, 25 (2013) 3, S.251-276 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-013-9170-1
Schlagwörter	Teacher Effectiveness; Cross Cultural Studies; Comparative Analysis; Comparative Education; Awards; Change Agents; Educational Practices; Beliefs; Phenomenology; Recognition (Achievement); Semi Structured Interviews; Classroom Observation Techniques; Thinking Skills; Teaching Methods; Correlation; Learning Activities; Lesson Plans; Classroom Techniques; Teaching Skills; Educational Environment; Professional Development; Teacher Student Relationship; Parent Teacher Cooperation; Evaluation; Individualized Instruction; Foreign Countries; China; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Award; Auszeichnung; Bildungspraxis; Belief; Glaube; Phenomenological psychology; Phänomenologie; Psychologie; Soziale Anerkennung; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Lernaktivität; Lesson planning; Unterrichtsplanung; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Evaluierung; Individualisierender Unterricht; Ausland; USA
Abstract	The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and US teachers who have received national awards for their teaching. This study was based upon a phenomenological design that used semi-structured interviews, classroom observations, and artifacts for data generation/collection. Sixteen China teachers and 16 US teachers participated in this study. This study revealed similarities and differences between US teachers and China teachers in their patterns of instructional practices and professional thinking. The major similarities found between them were (a) using a variety of instructional activities which spanned across different cognitive levels, (b) being opportunistic planners to maximize meaningful student learning, (c) having high student engagement, (d) presenting effective classroom management skills, and (e) maintaining a learning environment that was conducive to optimal learning. Primary differences between US and China teachers' classrooms included the types of instructional activities used and their beliefs and practices in the areas of (a) instructional planning, (b) differentiation, (c) assessment, (d) classroom management, (e) relationships with students and parents, and (f) professional development. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10