Effective vs. Ineffective Teachers Educating our Children: A Content Analysis

Johnson-Leslie, Natalie

doi:10.18848/1447-9494/cgp/v13i09/45057

Cited by 1 publication

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“…Data ranged from college student perceptions (Johnson-Leslie, 2007& Brown, Morehead, & Smith, 2008 to teacher perceptions (Tournaki & Podell, 2005). The variety of research analyzed made finding commonality among them difficult to ascertain, but all of the data had the common thread of trying to develop an understanding of teacher effectiveness.…”

Section: Effective Teachingmentioning

confidence: 99%

“…Many theories exist that support the analysis of what makes an effective teacher. Johnson-Leslie (2007), identifies the constructivist theories of Bruner and Vygotsky as two of the most prominent theories. Although constructivism puts the focus on the students and not on the teachers, it is important to recognize that constructivist theory requires effective teachers for students to be able to learn and think for themselves.…”

Section: Introductionmentioning

confidence: 99%

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Qualities of effective teachers in secondary schools in an urban Connecticut town

Eckler¹

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There is minimal research, and not necessarily agreement on, what are the specific characteristics of effective teachers in urban school districts. The purpose of this interpretive phenomenological study was to understand the qualities and characteristics of an effective teacher in an urban school district in Connecticut. The ultimate goal was to understand who they are as teachers, how they ended up where they are, what sustains them, and what helps them get through the difficult parts of their jobs. Recently, there has been special attention paid to the extreme differences between the culture and demographics of the staff as compared to the students. As a result, the research question for this study was developed. The question studied was: What does effective teaching look like in secondary schools in an urban school district in Connecticut? The theory used in this study was Bandura's Social Cognitive Theory, specifically with an emphasis on the idea of Human Agency. This study was a qualitative study, using recommended participants in four separate focus groups both in person and online. In addition, teacher evaluation data was collected for each of the six study participants. Findings for this study included five themes that centered on the educator's desire to work with under-privileged students, the little moments that made each day worthwhile, and the problems with how their evaluations did not represent who they are as urban educators. Primary recommendations include using specific questions in interviews when looking for new urban educators, properly supporting urban educators including work on growth mindset and grit, and a possible revision of the teacher evaluation system for urban educators to better represent their unique qualities and characteristics.

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Section: Effective Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Qualities of effective teachers in secondary schools in an urban Connecticut town

Eckler¹

View full text Add to dashboard Cite

show abstract

Effective vs. Ineffective Teachers Educating our Children: A Content Analysis

Cited by 1 publication

References 0 publications

Qualities of effective teachers in secondary schools in an urban Connecticut town

Qualities of effective teachers in secondary schools in an urban Connecticut town

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