| Description |
1 online resource |
| Series |
Advances in Learning Environments Research ; volume 6 |
|
Advances in learning environments research ; volume 6.
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| Contents |
Ch. 1. Introduction -- The issue of teacher quality -- School and teacher effectiveness -- Teacher professional development and professional growth -- Teacher action research -- Teacher reflection -- Learning environments research -- Students' attitudes and self-beliefs -- Design and methods -- Structure of the book -- ch. 2. Students' voices : assessing the learning environment, students' attitudes and self-beliefs -- Assessing the learning environment -- Assessing students' attitudes and academic self-beliefs -- Validation of the instruments -- Chapter summary -- ch. 3. Using student perception data to guide teacher action research -- Overview of the teacher development activity -- Pre-post changes in students' perceptions of their classroom learning environments -- Using student perception data to guide improvements to the classroom learning environment -- Chapter summary -- ch. 4. Student perception data, teacher action research and school improvement -- Using teacher action research as part of initiatives for school improvement -- Chapter summary -- ch. 5. Discussion, limitations and future directions -- Development, validity and reliability of the Coles and the ASBS -- Pre-post changes in students' perceptions of the learning environment -- Using student perception data as the basis for teacher action research -- Teacher action research based on student perception data as professional learning -- Teacher action research and school improvement -- Limitations of the study -- Contributions of the study -- Future research -- Concluding comments |
| Summary |
The issue of teacher quality is increasingly seen as being central to education policy development and this emphasis highlights the role teacher professional development plays in improving teacher effectiveness and the quality of learning in the classroom. This book describes a large-scale research program which investigated the feasibility of using student perceptual measures as the basis for teacher development and classroom improvement. The book describes how teachers? use of the student feedback, as part of an action-research process, was used to guide improvements to their respective classrooms which in turn provided them with increased opportunities for teacher development and growth. In addition to this, it reports the efforts of one school which purposefully linked the involvement of their teachers to their school improvement initiatives. This book would be of interest to a range of audiences including researchers, teachers and school leaders. Its attractions include its far-reaching implications for educational systems concerning the ways in which student feedback can be used to facilitate teacher development and growth. The book also reports the use of a multi-method research design in which quantitative and qualitative methods were successfully employed simultaneously within two concurrent and interrelated investigations |
| Analysis |
onderwijs |
|
education |
|
Education (General) |
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Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record |
| Subject |
Action research in education -- Australia -- Western Australia -- Case studies
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Effective teaching -- Australia -- Western Australia -- Case studies
|
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Student evaluation of teachers -- Australia -- Western Australia -- Case studies
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Education, Secondary -- Australia -- Western Australia -- Case studies
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Action research in education
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Education, Secondary
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Effective teaching
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Student evaluation of teachers
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Western Australia
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| Genre/Form |
Case studies
|
|
Case studies.
|
|
Études de cas.
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| Form |
Electronic book
|
| Author |
Aldge, Jill M., author
|
| ISBN |
9789462097766 |
|
9462097763 |
|
9462097747 |
|
9789462097742 |
|
9462097755 |
|
9789462097759 |
|
