Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights

Foreword
References
Foreword
Acknowledgements
Contents
About the Editors
Chapter 1: Prologue
References
Part I: Conceptualization and Measurement of Effective Teaching
Part I Overview
Chapter 2: Using Educational Effectiveness Research for Promoting Quality of Teaching: The Dynamic Approach to Teacher and School Improvement
1 Introduction
2 The Dynamic Model of Educational Effectiveness
2.1 Main Elements and Rationale
2.2 Teaching Factors: An Integrated Approach to Effective Teaching
3 Empirical Support Provided to the Main Assumptions of the Dynamic Model at the Classroom Level
4 Establishing Links Between Theory and Practice: The Dynamic Approach to Teaching and School Improvement
4.1 The Main Steps of the DA
4.2 Research on the Impact of the DA on Improving Teaching and Promoting Student Learning
5 Conclusion – Global Perspectives of Educational Effectiveness
References
Chapter 3: Teacher and Teaching Behaviour and Student Motivational Outcomes: Critical Reflections on the Knowledge Base and on Future Research
1 Introduction
2 Conceptualizations of Teacher and Teaching Behaviour from a Variety of Perspectives
3 Measurements and Instruments of Teacher and Teaching Behaviour
4 Dimensionality, Stability and Best Informants of Teacher and Teaching Behaviour
4.1 Dimensionality of Teacher and Teaching Behaviour
4.2 Stability of Teacher and Teaching Behaviour
4.3 Best Informants of Teacher and Teaching Behaviour
5 Teacher and Teaching Effectiveness in Relation to Student Motivational Outcomes
5.1 Effects of Teachers’ Emotional Support, Involvement, and Positive Teacher-Student Relationships
5.2 Effects of Teachers’ Classroom Management and Organization
5.3 Effects of Teachers’ Instruction and Instructional Support
5.4 Learning Climate
5.5 Effects of Teachers’ Autonomy Support
5.6 Unique or Joint Effects of Teacher Behaviour Dimensions and What Matters Most in Relation to Motivational Outcomes?
6 Effects of Contexts and Other Antecedents on Teacher and Teaching Behaviour
7 Conclusions, Reflections, Implications and Suggestions for Future Research Directions and Practice Related to Effective Teacher and Teaching Behaviour
Appendix
Appendix Instruments Tapping Teacher Behaviour
Classroom Assessment Scoring System (CLASS)
What Is Happening In this Class (WIHIC)
International Comparative Analysis of Learning and Teaching (ICALT) Instrument
The International System for Teacher Observation and Feedback (ISTOF) Instruments
The Teacher as a Social Context (TASC) Instruments
References
Chapter 4: Teacher Recruitment in Sweden Over the Last Two Decades: How Has Entering Teachers’ GPA Changed Over Time?
1 Introduction
1.1 Teacher Education in Sweden
2 Data and Method
3 Results
4 Discussion
References
Chapter 5: Effective Teaching: Linking Outcomes of Active Citizenship to Learning Environments
1 Introduction
1.1 The Experiential Studies 10 Program
1.2 Place Based Education
2 Methodology
2.1 Data Source/Evidence
3 Results
4 Discussion
5 Limitations
6 Importance of the Study
References
Chapter 6: Fostering Effective Teaching at Schools Through Measurements of Student Perceptions: Processes, Risks and Chances
1 Introduction
2 Process Model of Student Feedback on Teaching
3 Factors Associated with Student Perception Measurements
3.1 Student Characteristics
3.2 Teacher Characteristics
3.3 Class Characteristics
3.4 Measurement Characteristics
4 Interpreting and Analyzing Student Feedback Data
5 Relevant Conditions for Teachers’ Utilization of Student Feedback
5.1 Characteristics of Feedback Recipients (Teachers)
5.2 Characteristics of the Organization (School)
5.3 Characteristics of Feedback Information (Data)
6 Conclusions and Future Directions
References
Chapter 7: Differences in Perceived Instructional Quality of the Same Classrooms with Two Different Classroom Observation Instruments in China: Lessons Learned from Qualitative Analysis of Four Lessons Using TEACH and ICALT
1 Introduction
2 Literature Review
2.1 Teaching Quality in Developing Countries and Underdeveloped Regions
2.2 Classroom Observation and Comparison of Instruments
2.3 Qualitative In-Depth Lesson Analysis from a Dialogic Teaching Perspective
3 Research Questions
4 Method
4.1 Samples
4.2 Instruments
4.2.1 ICALT
4.2.2 TEACH
4.2.3 Comparison of ICALT and TEACH
4.3 Raters
4.4 Data Collection
4.4.1 Quantitative Rating
4.4.2 Qualitative Coding
5 Results
5.1 Quantitative Analyses of All Lessons
5.2 Comparisons of ICALT and TEACH Results of the Selected Four Lessons
5.3 Qualitative Characteristics of Teacher-Student Interactions
6 Discussion and Conclusion
6.1 Instrument Characteristics as Biases and Limitations
6.2 The Practicability of Promoting Teacher Reflections: TEACH vs ICALT
7 Conclusion
References
Chapter 8: Measuring Teaching Skill of South Korean Teachers in Secondary Education: Detecting a Teacher’s Potential Zone of Proximal Development Using the Rasch Model
1 Introduction
2 Theoretical and Empirical Background
2.1 The Idea of the “Zone of Proximal Development”
2.2 Teaching Skills and Students’ Learning Gains
2.3 Trainability of Teaching Skills
2.4 Growth of Teaching Skills and Students’ Learning Gains
3 Aim of This Study
4 Method
4.1 Sample Characteristics
4.2 Translation of the Observation Instrument and Training of Observers
4.2.1 Translation of the Observation Instrument
4.2.2 Training of Observers
4.3 Interrater Reliability
4.3.1 Intra-Class Correlation
4.3.2 Agreement Percentage
4.3.3 Fleiss’ κ
4.4 The Fit of the Rasch Model
4.4.1 Unidimensionality
Confirmatory Factor Analysis
A Scree Plot of Eigenvalues
Anderson’s Log Likelihood Ratio Test
4.4.2 Local Stochastic Independence
Confirmatory Factor Analysis with all Residual Correlations Fixed at 0
Computing Correlations Between the Residues of 32 Items
Chen and Thissen’s LDχ2 Index
4.4.3 Parallelism of Item Characteristic Curves
Anderson’s Log Likelihood Ratio Test for Teachers with Low and High Scores
The Slopes of the Item Characteristic Curves
4.4.4 Conclusions About the Fit of the Rasch Model
4.5 The Person Fit
4.5.1 Meijer’s G-Normed-Index
5 Results
5.1 Item Difficulties and Person Parameters
5.2 Warm’s θ and some Teacher, Class and School Characteristics
5.3 Predictive Value of the Scale
5.4 A Proposal for Detecting a person’s Zone of Proximal Development
5.4.1 Safe Climate and Efficient Classroom Management
5.4.2 Basic Tasks of Teaching and Activating Students
5.4.3 Teaching Students How to Learn
5.4.4 Differentiating Teaching
5.4.5 Lessons Satisfying All Basic and Almost All Advanced Teaching Skills
5.4.6 Lessons Satisfying all Teaching Skills
6 Conclusions
Appendix
References
Part II: Effective Teaching: Insights from Specific Countries
Part II Overview
Chapter 9: Dialogic Interactions in Higher Vocational Learning Environments in Mainland China: Evidence Relating to the Effectiveness of Varied Teaching Strategies and Students’ Learning Engagement
1 Introduction
2 Literature Review
2.1 Dialogic Interactions and Students’ Learning in Classroom Settings
2.2 Dialogic Teaching and Adaptive Instructions
2.3 Varied Teaching Effectiveness and Vocation-Oriented Learning Environments
3 Method
3.1 Context and Participants
3.2 ICALT and CETIT Instruments
3.3 Data Analysis
4 Findings and Discussion
4.1 Dialogic Teaching with Enhanced Learning Engagement
4.2 Adaptive Instructions on Vocation-Oriented Learning Activities
4.3 Built-in Flexible Teaching with Enhanced Practical Understandings
5 Conclusion and Implications
References
Chapter 10: Teaching Quality in Indonesia: What Needs to Be Improved?
1 Introduction
2 Theoretical Framework
2.1 Teaching Quality
2.2 The Profile of the Indonesian Teacher: Context for the Current Study
2.3 Observer Perceptions of Teaching Quality
2.4 Student Perceptions of Teaching Quality
3 Aims of the Present Study
4 Methods
4.1 Sample and Procedure
4.2 Measuring Teaching Behaviour
4.3 Data Analysis
5 Results
5.1 General Profile of Teachers’ Teaching Quality of Indonesian Perceived by Trained Observers and Their Students
6 Can the General Profile of Teaching Quality in Indonesia Contribute to Policy Recommendations for the Indonesian Educational System?
6.1 What Needs to Be Improved in the Teaching Quality in Indonesia?
References
Chapter 11: Effective Teaching in Mongolia: Policies, Practices and Challenges
1 Introduction
2 Policies and Challenges
2.1 Teacher Preparation
2.2 Entry to the Profession
2.3 Teacher Professional Development
2.3.1 National Level Professional Development
2.3.2 Local and School Level Professional Development
2.3.3 Teacher Evaluation, Appraisal and Salary
3 Teachers’ Teaching Skill and Behavior
3.1 Differentiating Instruction
3.2 Teaching Learning Strategies
4 Conclusion and Discussion
References
Chapter 12: An Assessment of the Learning Environment and Teacher Interpersonal Behaviour at the Teacher Education Level
1 Introduction
2 Review of Related Literature
2.1 Research Studies on Classroom Learning Environment Using WIHIC
2.2 Research on Teacher-Student Interactions Using the QTI
3 Objectives of the Study
4 Sample for the Study
5 Tools Used
6 Results of the Study
6.1 Means and Standard Deviations of the WIHIC
7 Means and Standard Deviations of the QTI
8 Associations with the WIHIC
8.1 Association of Students’ Perception of Their Classroom Learning Environment with Academic Achievement
9 Associations with the QTI
9.1 Association of Students’ Perception of their Teacher-Student Interactions with Academic Achievement
10 Gender Differences
10.1 Gender Differences and Classroom Learning Environment
10.2 Gender Differences and Perceptions of Teacher-Student Interaction
11 Semester Differences
11.1 Semester Differences and Classroom Learning Environment
11.2 Semester Differences and Teacher-Student Interactions
12 Course Differences
12.1 Course Differences and Classroom Learning Environment
12.2 Course Differences and Perceptions of Teacher-Student Interaction
13 Limitations of the Study
14 Discussion and Conclusions
References
Chapter 13: Teaching Effectiveness in Spain: Towards an Evidence–Based Approach for Informing Policymakers
1 Background of the Legal Framework of the Spanish Education System: Considering the Past to Understand the Present
2 A Modern Conception of Teaching Effectiveness in Schools. Peculiarities of the Spanish Context
2.1 Safe Learning Climate
2.2 Efficient Classroom Management
2.3 Clarity of Instruction
2.4 Activating Teaching
2.5 Teaching-Learning Strategies
2.6 Differentiation
3 Teaching Effectiveness in Spain: Contextual, Human, and Curricular Factors that Promote Better Teaching Skills
3.1 Contextual Factors and Teacher Teaching Skills
3.2 Human Factors: Gender and Teaching Experience
3.3 Curricular Factors and Teaching Skills
4 Practical Implications: Teacher and Student Roles, Two Key Factors for Improving the Teaching-Learning Process
References
Chapter 14: An Explanation of the ICALT Instrument’s Measurement of Teaching Quality in Relation to Teacher Education and Policy in South Korea
1 Introduction
2 Teaching Quality of Korean Teachers
3 Teacher Education and Policy in South Korea
3.1 Pre-service Teacher Training
3.2 In-Service Training and Supervision to Improve Teaching Skills
3.2.1 In-School Supervision
3.2.2 External-School Supervision
3.3 Standardized National Curriculum
3.4 Social and Economic Status for Teachers
3.5 Unique Personnel Administration System
4 Conclusion
References
Chapter 15: Classroom Learning Environments and Assessment Practices in Science Classrooms in Western Australia
1 Introduction
2 Aim
3 Theoretical Framing
3.1 Use of Student Perceptual Data
3.2 Classroom Learning Environment
3.2.1 Attitude to Science Classrooms
3.2.2 Academic Efficacy
3.2.3 Gender and Year Level
4 Instruments and Procedure Used
5 Results
5.1 Objective 1: Validation Data on the Instrument for Accessing Students’ Perceptions of Assessment Tasks
5.2 Objective 2: Differences Between Students’ Perceptions in Terms of Gender and Year Levels
5.2.1 Gender Differences
5.2.2 Year Level Differences
5.3 Objective 3: Associations Between SPAQ and Attitude to Science and Academic Efficacy
5.4 Objective 4: Describe the Form and Design of Assessment Tasks Used by Exemplary Science Teachers
6 Discussion and Conclusion
Appendix: Students’ Perceptions of Assessment Questionnaire (SPAQ)
References
Chapter 16: Teacher Effectiveness in Multiple Lenses: Secondary Analysis Lessons in the Measures of Effective Teaching Project
1 Introduction
2 Theoretical Framework
2.1 Examining Teacher Effectiveness Through Classroom Observations
2.2 Comparisons of Classroom Observation Instruments
2.3 Video Lesson Analysis
3 Methods
3.1 Data Collection
3.2 Raters
3.3 Video Samples
3.3.1 Original Lesson Videos of the MET Study
4 Current Secondary Data Analysis
4.1 Instruments
4.1.1 CLASS
4.1.2 ICALT
4.1.3 CETIT
4.2 Data Analysis
5 Findings
5.1 Descriptive Statistics
5.1.1 CLASS
5.1.2 ICALT
5.1.3 CETIT
6 Correlations of Factors of Three Instruments
6.1 Comparing Confirmatory Factor Models of Three Instruments
6.1.1 CLASS
6.1.2 ICALT and CETIT
7 Discussions
7.1 Teaching Effectiveness in Different Lens
7.2 Validity and Reliability of Instruments
7.3 Limitations with the Original MET Sample
7.3.1 Significance and Implications
8 Conclusion
References
Part III: Effective Teaching: Comparison Across Countries
Part III Overview
Chapter 17: Secondary Education Teachers’ Effective Teaching Behaviour Across Five Countries: Does it Change Over Time?
1 Introduction
2 Theoretical Framework
2.1 Effective Teaching Behaviour
2.2 Inter-personal and Intra-personal Variability in Teaching Behaviour
2.3 Differences and Changes in Teaching Behaviour Across Countries
2.4 Contexts of the Present Study
2.5 Research Questions
3 Method
3.1 Sample and Procedure
3.2 Measures
3.3 Translation and Back-Translation
3.4 Observer Training
3.5 Analysis Technique
4 Results
4.1 Variability of Effective Teaching Behaviour
4.2 Change in Effective Teaching Behaviour over Time
4.3 Individual Differences in Change Over Time
5 Conclusions and Discussion
5.1 Implications
5.2 Limitations and Future Directions
Appendix A
1. Netherlands
2. Indonesia
3. South Africa
4. Mongolia
5. Pakistan
References
Chapter 18: Teacher-Student Interactions: Theory, Measurement, and Evidence for Universal Properties That Support Students’ Learning Across Countries and Cultures
1 Introduction
2 Theoretical Framework
2.1 Defining Effective Teaching
2.2 The CLASS: Measuring and Describing the Quality of Teacher-Student Interactions
2.3 Teacher-Student Interactions and Student Outcomes
2.4 Summary of U.S. Findings
3 Method
3.1 Systematic Literature Search
4 Results
4.1 Internal Consistency
4.2 Factor Structure
4.3 Levels of the Quality of Teacher-Student Interaction
4.4 Teacher-Student Interaction and Student Outcomes
5 Conclusions and Discussion
References
Chapter 19: Affective Student–Teacher Relationships and Students’ Engagement: A Cross–Cultural Comparison of China and The Netherlands
1 Affective Student–Teacher Relationships and Students’ Engagement: Differences Between China and the Netherlands
2 Student–Teacher Relationships and Students’ Engagement with Schoolwork
3 Cultural Differences in Associations Between Student–Teacher Relationships and Engagement
4 The Present Study
5 Methods
5.1 Participants
5.2 Procedure
5.3 Instruments
5.3.1 Student–Teacher Relationships
5.3.2 Engagement with Schoolwork
5.4 Analyses
6 Results
7 Discussion and Conclusion
7.1 Cross–Cultural Differences in Associations
7.2 Limitations
7.3 Implications for Research and School Practice
References
Chapter 20: The Mediated Relationship Between Secondary School Student Perceptions of Teaching Behaviour and Self-Reported Academic Engagement Across Six Countries
1 Introduction
2 Literature Review
2.1 Teaching Behaviour
2.2 Student Engagement
2.3 Perceived Teaching Behaviour and Engagement
2.4 Perceptions of Teaching Behaviour and Student Engagement: Gender, Age, and School Subject
2.4.1 Student Gender and Engagement
2.4.2 Student Age and Engagement
2.4.3 School Subject and Engagement
2.4.4 Student Gender and Teaching Behaviour
2.4.5 Student Age and Teaching Behaviour
2.4.6 School Subject and Teaching Behaviour
3 Context of the Current Study
3.1 Cultural Dimension
4 Socio-economic Dimension
5 Research Questions
6 Method
6.1 Sample
6.2 Measures
6.3 Analysis Approach
7 Results
7.1 Relationship Between Perceived Teaching Behaviour and Student Engagement
7.2 Student Gender, Student Age, School Subject, Teaching Behaviour and Engagement
8 Conclusions and Discussion
8.1 Perceived Teaching Behaviour and Student Engagement Across Countries
8.2 Student Gender, Age, School Subject, Teaching Behaviour and Student Engagement Across Countries
8.3 Implications
8.4 Limitations and Future Directions
References
Chapter 21: Impact of Play-Based Pedagogies in Selected Asian Contexts: What Do We Know and How to Move Forward?
1 Introduction
2 Western Research on Play and Its Impact on Children
3 Societal Beliefs About ECE and Curriculum Policy Visions on Play in Selected Asian Contexts
4 Reviewing the Asian Literature on the Impact of Play on Child Outcomes
4.1 Naturalistic Studies
4.2 Intervention Studies
5 Discussion
6 Conclusion and Limitations
7 Future Research and Implications
References
Chapter 22: Effective Interpersonal Relationships: On the Association Between Teacher Agency and Communion with Student Outcomes
1 Introduction
2 General Evidence for the Association Between Teacher-Student Relationships and Student Outcomes
3 Interpersonal Theory as Framework for Teacher-Student Relationships
3.1 Interpersonal Theory and Its Assumptions
3.2 The Model of the Teacher Interpersonal Circle an Its Measurement
4 Teacher Agency, Communion and Student Outcomes
4.1 Student Achievement
4.1.1 Studies Using Dimensions of Interpersonal Relationships
4.1.2 Studies Using Sectors of Interpersonal Relationships
4.1.3 Other Findings Related to Student Achievement
4.2 Affective Student Outcomes
4.2.1 Studies Using Dimensions of Interpersonal Relationships
4.2.2 Studies Using Sectors of Interpersonal Relationships
4.2.3 Other Findings Related to Affective Outcomes
4.3 Summary of Findings
5 Discussion
References
Chapter 23: Exploring How Teachers’ Personal Characteristics, Teaching Behaviors and Contextual Factors Are Related to Differentiated Instruction in the Classroom: A Cross-National Perspective
1 Introduction
1.1 Classroom Processes
1.1.1 Differentiated Instruction
1.1.2 Differentiated Instruction and Other Effective Teaching Behaviors
1.1.3 Other Classroom Processes
1.2 Teacher Characteristics
1.2.1 Teaching Experience
1.2.2 Teacher Gender
1.2.3 School Subject
1.2.4 Other General Characteristics of the Teacher
1.3 Classroom Context
1.3.1 Class Size
1.3.2 Other Classroom Context Factors
1.4 School Context
1.5 Characteristics of the Country
2 Research Questions
3 Methods
3.1 Sample and Procedure
3.2 Instruments
3.2.1 Personal and Contextual Variables
3.2.2 Observation Measure of Teaching Behavior Including Differentiated Instruction
3.3 Analyses
4 Results
5 Discussion and Conclusions
Appendix A
The DI-scale of the ICALT observation instrument
Appendix B
References
Part IV: Effective Teaching and Its Correlates
Part IV Overview
Chapter 24: Teachers’ Intrinsic Orientation, Self-Efficacy, Background Characteristics, and Effective Teaching: A Multilevel Moderated Mediation Modeling
1 Introduction
2 Literature Review
2.1 Teacher Motivation and Effective Teaching Behaviour
2.2 Teacher Enthusiasm and Effective Teaching Behaviour
2.3 Teachers’ Intrinsic Orientation and Effective Teaching Behaviour
2.4 Mediators and Moderators of the Relationship Between TIOP and Effective Teaching Behaviour
2.4.1 Self-Efficacy as a Mediator
2.4.2 Teacher Characteristics and Contexts as Moderators
3 The Current Study
4 Methods
4.1 Participants and Procedure
4.2 Measures
4.3 Data Analysis
4.3.1 Preliminary Analysis
4.3.2 Single and Multilevel Mediation Analysis
4.3.3 Single and Multilevel Moderated Mediation Analysis
5 Results
5.1 Preliminary Results
5.2 Self-Efficacy as the Mediator
5.3 Background Variables as Moderators
6 Discussion and Conclusion
7 Implication and Limitations
Appendix
References
Chapter 25: The Effects of a Short Self-Access Online Training for Practicum Preparation on the Depths of Reflection of Preservice Teachers
1 Introduction
2 Literature Review
2.1 Reflective Teaching
2.2 Classroom Observation
2.3 Online Training of Preservice Teachers
2.4 Practicum Preparation in the Chinese Context
3 Methodology and Research Design
3.1 Participants
3.2 Instruments
3.2.1 Online Training
3.2.2 Topics as Stimulation for Reflections
3.3 Training Session Sequence
3.4 Data Analysis
4 Findings
4.1 Depths of Reflection of Preservice Teachers among Groups
4.2 Comparison of the Depths of Preservice Teachers’ Reflection by Different Topics
4.3 Comparison of Depths of Reflection Between the Two Experimental Groups
5 Conclusion and Discussion
5.1 Lack of Depth in Reflection in Chinese Preservice Teachers
5.2 Beneficial Effects of the Online Practicum Preparation and Tasks of Instructional Design
5.3 Primacy of Reflection Training
5.4 Limitations
5.5 Significance and Implications for Teacher Educators and Instruction Designers
References
Chapter 26: Effective and Inspiring Teaching in STEM Classrooms: Evidence from Classroom Observations with Instrument Comparisons
1 Introduction
2 Theoretical Background
2.1 Characteristics of Inspiring Teachers and Relations with Effective Teaching
2.2 Classroom Observation Using High-Inference Instruments
2.3 Contextual Influences on Variations of Teaching Quality
2.4 Research Questions
3 Methods
3.1 Samples
3.2 Instruments
3.2.1 International Comparative Analysis of Teaching and Learning (ICALT)
3.2.2 Comparative Analysis of Effective Teaching and Inspiring Teaching (CETIT)
3.3 Raters
4 Results
4.1 Descriptive Statistics
4.2 Categorisation of Effective and Inspiring Teaching Behaviours
4.3 Differential Teaching Behaviours Among STEM Subjects
4.4 Impact of Effective Teaching and Inspiring Teaching on Student Engagement
4.5 Impact Effective Teaching and Inspiring Teaching on the Overall Perception of Teaching Quality
5 Discussions
5.1 Distinctions Between Effective and Inspiring Teaching
5.2 Innovative Teaching in Inspiring Teaching and Professional Development Implications
5.3 Limitations
5.4 Significance
6 Conclusion
References
Chapter 27: Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes
1 Introduction
2 The Need for a New Curriculum That Fosters Deep Learning
2.1 Deep Learning
2.2 Intrinsic Motivation
2.3 Supportive Learning Conditions
2.3.1 Basic Needs – Self Determination Theory
2.3.2 The Role of Person–Object Relationship – Interest Theory
3 Method
3.1 Sample and Design
3.2 Data Collection
3.3 Analysis
4 Results
4.1 Pupils’ Perceptions of Elaboration and Supportive Learning Conditions
4.2 Predictive Value of Supportive Learning Conditions on Pupil Outcomes
5 Conclusion and Discussion
References
Chapter 28: The Influence of Science Teachers’ Beliefs and Practices on Students’ Learning Spaces and Processes: Insights from Singapore
1 The Influence of Science Teachers’ Beliefs and Practices on Students’ Learning Spaces and Processes: Insights from Singapore
2 Theoretical Framework and Review
3 Method
3.1 Context of the Study: Science Education in Singapore
3.2 Participants
3.3 Data Collection
3.4 Data Analysis
4 Results
4.1 Theme 1: Teachers Maintained Tight Control Over Students’ Learning Process
4.2 Theme 2: Teachers’ Pedagogical Decisions Were Influenced by Students’ Course Placement, National Practical Examinations and Curricular Content
4.3 Theme 3: Teachers’ Awareness of Inconsistencies and Adoption of Flexible Pedagogy
5 Conclusion and Discussion
5.1 Considerations for Teaching and Learning
5.2 Considerations for Policymaking and Teacher Professional Development
6 Summary
References
Chapter 29: The Illusion of Perspective: Examining the Dynamic Between Teachers’ Perceived and Observed Effective Teaching Behaviour
1 Introduction
2 Conceptual Framing
2.1 Teacher Effectiveness
2.2 Teacher Career Phase
2.3 Research Context
2.4 Methods and Procedures
2.5 Instruments
2.5.1 Effective Teaching Behaviour Observations
2.5.2 Teacher Questionnaire
2.6 Sample
2.6.1 Schools
2.6.2 Teachers
2.7 Analysis Strategy
2.7.1 Initial Exploratory Analysis
2.7.2 Scatter Graph Analysis
2.7.3 Radar Plot Analysis
3 Results
3.1 Is There a Difference Between Teachers’ Perceived and Observed Effectiveness?
3.2 How Do Perceived and Observed Effectiveness Vary According to Teachers’ Career Phase?
3.3 How Can Variations in Observed Effectiveness across Teachers’ Career Phases Be Explained?
4 Conclusions and Implications for Practice
References
Part V: Effective Teaching in Complex Environments: Differentiation and Adaptive Teaching
Part V Overview
Chapter 30: Differentiated Instruction as an Approach to Establish Effective Teaching in Inclusive Classrooms
1 Introduction
2 Conceptualisation of Differentiated Instruction
2.1 Defining Differentiated Instruction
2.2 The DI-Quest Model
2.2.1 Adaptive Teaching
2.2.2 Philosophy of DI
2.2.3 Differentiated Classroom Practices
3 Effectiveness of Differentiated Instruction
4 Implementation of Differentiated Instruction
4.1 Importance of the Teachers’ Philosophy
4.2 Importance and Complexity of Professional Development
4.3 Importance of Collaboration
5 Conclusion
References
Chapter 31: Evaluating Effective Differentiated Instruction in Multicultural South African Secondary Schools
1 Introduction
2 Literature Review
2.1 Importance of Differentiated Instruction in Effective Teaching
2.2 Aims of the Study
3 Methods
3.1 Procedure and Sample
3.2 Research Design
3.3 Procedures
3.4 Students’ Experiences of Teachers’ Differentiated Classroom Practices
3.5 Teachers’ Perceptions of Applied Differentiated Instruction in their Classrooms
4 Key Findings
5 Conclusion
References
Chapter 32: Dealing with the Complexity of Adaptive Teaching through Collaborative Teacher Professional Development
1 Introduction
2 Theoretical Framework
2.1 Adaptive Teaching
2.2 Effective Teacher Professional Development
2.3 Lesson Study
3 Promoting Adaptive Teaching Through Lesson Study: What Do We Know?
3.1 Overview of the International Literature
3.1.1 Adaptive Teaching Through Lesson Study in Primary Education
3.1.2 Adaptive Teaching Through Lesson Study in Secondary Education: The Dutch Case
3.1.3 Lesson Study in Special Needs Education
4 Conclusion and Discussion
References
Chapter 33: Adapting Teaching to Students’ Needs: What Does It Require from Teachers?
1 Introduction
2 Theoretical Framework
2.1 Skills and Strategies for Differentiated Instruction
2.2 Skills and Strategies for Assessment for Learning
2.3 Combining Differentiation and Assessment for Learning
3 Method
3.1 Context of the Study
3.2 Cognitive Task Analysis Procedure
3.3 CTA Participants
3.3.1 Participants CTA Differentiated Instruction
3.3.2 Participants CTA Assessment for Learning
3.4 Data Analysis
4 Key Findings
4.1 Skills
4.2 Required Knowledge
4.3 Factors Related to Complexity
5 Conclusion and Discussion
References
Chapter 34: The Teacher’s Turn: Teachers’ Perceptions of Observed Patterns of Classroom Interaction
1 Introduction
2 Literature Review
2.1 English as a Foreign Language Teaching in the Netherlands
2.2 From Observations to Perceptions of Classroom Interaction: The Role of Lesson Content, Teaching Materials and Language Proficiency
2.3 From Observations to Perceptions of Classroom Interaction: The Role of Emotions and Motivation in Classroom Interaction
2.4 Observed EFL Classroom Interaction and Teacher Cognition
3 The Present Study
4 Method
4.1 Participants and Context
4.2 Procedure
5 Results
6 Discussion and Conclusion
References
Chapter 35: How Do Dutch Teachers Implement Differentiation In Primary Mathematics Education?
1 Introduction
1.1 Theoretical Background
1.2 The Dutch Context
2 Method
2.1 Overview and Participants
2.2 Measures
3 Results
3.1 DSAQ Results
3.2 Additional Data
4 Conclusion and Discussion
4.1 General Patterns
4.2 Limitations and Strengths
4.3 Implications for Research and Practice
References
Chapter 36: Differentiation and Students with Special Educational Needs: Teachers’ Intentions and Classroom Interactions
1 Introduction
2 General Method
2.1 Design
3 Study 1: Lesson-Specific Intentions of Teachers
3.1 Method
3.1.1 Participants
3.1.2 Procedure and Instruments
3.1.3 Analysis
3.2 Results
3.2.1 Teachers’ Intentions in Relation to the ICALT Domains
3.2.2 Description of Teachers’ Differentiation Intentions
3.3 Discussion
4 Study 2: Differentiated One-on-One Interactions Between Teachers and Students with and Without SEN
4.1 Method
4.1.1 Participants
4.1.2 Procedure and Instruments
4.1.3 Analyses
5 Results
5.1 Descriptive Statistics
5.2 Differences in Teacher-Student Interactions Between Students With and Without SEN
6 Discussion
7 General Discussion: Linking Intentions to Differentiate to One-on-One Interactions
7.1 Implications for Research and Practice
References
Epilogue
References
Concluding Thoughts
Reference