Effects of Lesson Organization on Achievement

Kallison, Jr. James M.

doi:10.3102/00028312023002337

Cited by 15 publications

(3 citation statements)

References 20 publications

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“…Explicit organization of content facilitates the learning of subject matter (Kallison, 1986). Good organization of subject matter and planning of course material are important to student learning.…”

Section: Organizationmentioning

confidence: 99%

Attributes of Effective Lecturing in the College Classroom

Schönwetter¹

1993

CJHE

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The following paper highlights research on effective lecturing in the college classroom. First, critical issues concerning the operational definition of effective lecturing and the measurement criteria used to denote it are addressed. Next, major research findings are reported, beginning with correlational information reported by descriptive studies and ending with causal findings demonstrated by empirical studies. Current research literature identifies the following lecture attributes as important for student learning: expressiveness, clarity, and organization. These dimensions are defined by low-inference behaviours and supported by empirical studies. Furthermore, links between lecture attributes and certain student cognitive processing activities, explaining the facilitative qualities of effective lecturing on student learning, are hypothesized. Finally, implications for both practitioners and researchers are discussed.

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Section: Organizationmentioning

confidence: 99%

Attributes of Effective Lecturing in the College Classroom

Schönwetter¹

1993

CJHE

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“…With regard to the transmission of content by the teacher, research highlights the importance of clearly explaining the objectives of each lesson ( Melton, 1978 ; Cotton, 1995 ). Other authors point out other aspects which are also relevant, such as the presentation of information in an organized way, pointing out transitions to new topics, using a variety of examples and frequent reminder of the essential principles ( Maddox and Hoole, 1975 ; Smith and Cotton, 1980 ; Kallison, 1986 ; Mayer and Gallini, 1990 ; Hiebert et al, 1991 ).…”

Section: Introductionmentioning

confidence: 99%

Behavioral Patterns in Special Education. Good Teaching Practices

Rodríguez-Dorta

Rosal

2017

Front. Psychol.

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Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning.

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“…The quality of teaching is an aspect of the efforts of teachers to deliver instruction that is easy to understand, easy to remember and fun. Teachers need to deliver teaching materials are structured and systematic Kallison (1986).…”

Section: Teachers Performancementioning

confidence: 99%

The Madrasah Leadership, Teacher Performance and Learning Culture to Improve Quality at Madrasah Tsanawiyah Negeri Jakarta of South

Muhammadi¹,

Marzuki²,

Hussin³

2015

JMS

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The aim of this study was to analyze the impact of the madrasah leadership, teacher performance and learning culture with madrasah quality. The research objectives to be achieved are: Identify the level of the madrasah leadership, teachers performance, learning culture and the quality of the madrasah; Identify the relationship of the madrasah leadership with madrasah quality; Identify the relationship of the teacher performance with madrasah quality; Identify the relationship of the learning culture with madrasah quality; Identify the relationship model of the of madrasah leadership, teacher performance and learning culture with madrasah quality. The design of this study is quantitative research methods with methods of descriptive and inferential. This study applies a survey method to collect quantitative data through questionnaires. The findings of this study that there is a correlation between madrasah leadership are quality madrasah. There is a relationship to the teacher performance with quality of madrasah. There is a relationship to the learning culture with quality of madrasah. There is a relationship model of madrasah leadership, teacher performance and learning culture of the quality of madrasah. Therefore, based on the results of this study to produce high madrasah quality can be done by improving of the leadership of madrasah, teacher performance and learning culture in madrasah. If the leadership of madrasah, teacher performance and learning culture is low, it will result a lower quality in madrasah.

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Effects of Lesson Organization on Achievement

Cited by 15 publications

References 20 publications

Attributes of Effective Lecturing in the College Classroom

Attributes of Effective Lecturing in the College Classroom

Behavioral Patterns in Special Education. Good Teaching Practices

The Madrasah Leadership, Teacher Performance and Learning Culture to Improve Quality at Madrasah Tsanawiyah Negeri Jakarta of South

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