Effects of a Theory-Based Feedback and Consultation Process on Instruction and Learning in College Classrooms

Hampton, Scott E.; Reiser, Robert A.

doi:10.1023/b:rihe.0000032326.00426.d5

Cited by 53 publications

(43 citation statements)

References 28 publications

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“…Promoting pupils to learn actively, intensifying instructions and avoiding excessive work seats are related to pupils' learning and outcomes (Hampton & Reiser, 2004;Lang & Kersting, 2007). Moreover, activating pupils' prior knowledge, making use of 'advance organisers' and ensuring that pupils are aware of the relevance of the lesson content are teachers' behaviour related to pupils' learning performances (Nunes & Bryant, 1996;Pressley et al, 1992).…”

Section: Activating Learningmentioning

confidence: 99%

Validating a model of effective teaching behaviour of pre-service teachers

Maulana

Helms-Lorenz

Grift

2016

Teachers and Teaching

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Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Preservice teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils' engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils' academic engagement.

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Section: Activating Learningmentioning

confidence: 99%

Validating a model of effective teaching behaviour of pre-service teachers

Maulana

Helms-Lorenz

Grift

2016

Teachers and Teaching

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“…Many prior studies have demonstrated that teachers can improve when guided to reflect in ways that help them to identify meaningful aspects of their practice to change or maintain [32,35,[37][38][39][40][41][42][43], and these reflective PD efforts have common elements that motivate the design of our observation tool.…”

Section: B Structures For Cultivating Reflective Discussionmentioning

confidence: 99%

“…For one, many reflective PD efforts are facilitated by knowledgeable coaches who offer feedback to instructors, and they attribute much of the positive shifts in faculty's attitudes, instruction, and/or student outcomes to this facilitation [37,[40][41][42][43]. Although PD researchers are often not explicit about what is discussed during instructorfacilitator consultations, it is highly likely that the facilitators, who are sometimes the researchers themselves, are making connections between instructors' current practices and education research theory, and using these connections to centrally inform how they guide instructors to reflect.…”

Section: B Structures For Cultivating Reflective Discussionmentioning

confidence: 99%

Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

Olmstead

Turpen

2016

Phys. Rev. Phys. Educ. Res.

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Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initial evidence suggests that workshop leaders often overlook central tenets of education research that are well established in classroom contexts, such as the role of interactivity in enabling student learning [S. Freeman et al., Proc. Natl. Acad. Sci. U.S. A. 111, 8410 (2014)]. As such, there is a need to develop more robust, evidence-based models of how best to support faculty learning in professional development contexts, and to actively support workshop leaders in relating their design decisions to familiar ideas from other educational contexts. In response to these needs, we have developed an observation tool, the real-time professional development observation tool (R-PDOT), to document the form and focus of faculty engagement during workshops. In this paper, we describe the motivation and methodological considerations behind the development of the R-PDOT, justify our decisions to highlight particular aspects of workshop sessions, and demonstrate how the R-PDOT can be used to analyze three sessions from the Physics and Astronomy New Faculty Workshop. We also justify the accessibility and potential utility of the R-PDOT output as a reflective tool using preliminary data from interviews with workshop leaders, and consider the roles the R-PDOT could play in supporting future research on faculty professional development.

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“…Studenten zijn dus na training, en ondersteund door een observatielijst, in staat tot het geven van een theoriegebaseerde feedback. 6 Studenten percipieerden het observeren en feedback geven als een positief proces en verwachten dat het persoonlijke karakter ervoor kan zorgen dat docenten concrete verbeteringen in hun colleges zullen aanbrengen. Naar aanleiding van hun ervaringen kan echter wel gesteld worden dat het proces van voor-en nabespreking onderbenut is gebleven.…”

Section: Discussie En Conclusieunclassified

De student als observator en feedbackgever voor docenten: een procesevaluatie

Stalmeijer¹,

Grave²

2008

TMEO

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Beschouwing InleidingStudenten zijn een belangrijke bron van informatie over het onderwijs dat zij volgen. Hun oordeel over dat onderwijs wordt vaak gevraagd aan de hand van een vragenlijst. 1-2 Dit oordeel wordt dan als feedback over de kwaliteit van het onderwijs voorgelegd aan de docenten en de instelling. Onderzoek heeft echter aangetoond dat deze vorm van feedback geen garantie biedt voor een daadwerkelijke verbetering van het onderwijs. 3 Hoewel is gebleken dat studentenoordelen en schriftelijke feedback onvoldoende zijn om verandering te bewerkstelligen, 4 Tijdschrift voor Medisch Onderwijs 2008;27(5):247-256.)

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Effects of a Theory-Based Feedback and Consultation Process on Instruction and Learning in College Classrooms

Cited by 53 publications

References 28 publications

Validating a model of effective teaching behaviour of pre-service teachers

Validating a model of effective teaching behaviour of pre-service teachers

Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

De student als observator en feedbackgever voor docenten: een procesevaluatie

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