Teacher quality and school improvement: what is the role of research?

Mincu, Monica Elena

doi:10.1080/03054985.2015.1023013

Cited by 102 publications

(65 citation statements)

References 43 publications

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“…That EIP can have positive benefits for both teachers and pupils has its roots in a growing evidence base. For example, correlational data reported by both Cordingley () and Mincu () suggest that where research is used as part of high‐quality initial teacher education and ongoing professional development, it is associated with higher teacher, school and system performance (similar relationships are reported in Sebba et al ., ; Godfrey, , ). CUREE (), meanwhile, lists a range of positive teacher outcomes that emerge from EIP including both improvements in pedagogic knowledge and skills, and greater teacher confidence.…”

Section: Perspectivesmentioning

confidence: 66%

Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools?

Brown

Zhang

2016

British Educational Res J

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Whilst beneficial, the consistent and regular use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. This paper attempts to shed new light on this issue by examining the applicability of a model of rational behaviour as it relates to the notion of evidence-informed practice (EIP). Specifically, exploring the question: 'if EIP is rational behavior, why aren't all teachers engaged in it?', we examine whether the beliefs and perspectives of teachers in relation to EIP, align with their evidence-use behaviours. We then assess what factors (if any) prevent teachers/schools who wish to engage in EIP from doing so. To examine beliefs, instances of, and barriers to evidence use, we employ a Gradient Boosted Tree predictive model to analyse data from a survey of 696 practitioners in 79 schools. Our findings suggest that, should they wish to increase EIP within their schools, school leaders need to: 1) promote the vision for evidence-use (i.e. actively encourage its use); 2) illustrate how research and evidence can be effectively employed to enhance aspects of teaching and learning; and 3) establish effective learning environments, in which learning conversations around the use of evidence, can flourish. Simultaneously we caution that evidence use will never be fully or meaningfully realised unless school leaders prioritise EIP as a school commitment. Simultaneously, it is unlikely that such prioritisation will occur until EIP forms part of any education system's accountability regime.

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Section: Perspectivesmentioning

confidence: 66%

Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools?

Brown

Zhang

2016

British Educational Res J

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“…However, this is specifically directed at minimal instruction approaches, such as discovery learning. Others moderate the binary 'direct instruction good, discovery learning bad' view, suggesting that evidence indicates that it is more effective to begin with direct instruction and the use of a wide range of pedagogies is desirable (Mincu 2015;Hattie 2009;Rowe 2006). Bandura's (1977) social learning theory goes some way to bridge the gap between the cognitive load (behaviourist) and the cognitive theories of learning, focusing on the role of observation by the learner; providing an insight into the early stages of a learner's engagement with new knew knowledge.…”

Section: Resultsmentioning

confidence: 99%

“…Kirschner, Sweller and Clark state that direct instruction (DI) enables the teacher to structure and guide learners in a manner that aids recall, transfer, application and problem solving. The implication being that DI should precede more learner-centric methods, such as discovery learning (Mincu 2015;Rowe 2006). Furthermore, Mincu cites Reynolds et al (2014) stating that constructivist approaches may be less appropriate learners who are younger, low-attaining or low socio-economic status.…”

Section: The 'Demonstration' and Cognitive Load Theorymentioning

confidence: 99%

Developing perspectives on ‘the demonstration’ as a signature pedagogy in design and technology education

McLain

2019

Int J Technol Des Educ

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This paper builds on a previous study of the 'demonstration' as a signature pedagogy in design and technology (D&T). The demonstration is a fundamental pedagogical tool in practical subjects, for the development of learners' procedural knowledge, from observation and imitation to autonomy and adaption of a technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive pedagogical continuum. In the preceding study, a dialogue emerged around the role of the teacher as a "competent management of the learning experience", including teachers' competency and clarity of subject knowledge. The findings of this study highlight two similar, yet distinct, perspectives of the teacher as an expert and the teacher as a facilitator. This study continues a developing professional conversation around the nature of the demonstration, exploring a snapshot of teacher educators' subjective beliefs and values. The responses of the participants to a set of 62 statements, representing a range of potential opinions and perspectives, were deployed and analysed using Q Methodology. The sample is purposive and comprised of D&T teacher educators based in England. The study draws parallels with direct instruction and demonstration, and concludes that there different approaches to and ways of viewing demonstration. In addition, further consideration of the expansive-restrictive continuum as a framework for planning and evaluating learning in D&T may support theorisation of the subject, inculcation of theory and research informed practice.The research question for this study is-'What do D&T teacher educators believe to be effective practice when demonstrating skills and knowledge?' This study continues to develop the dialogue, begun by McLain (2017) and McLain et al. (2015), around the subjective views on the 'demonstration' in D&T; focusing on teacher educators in England and building on the initial analysis of data discussed in McLain (2016McLain ( , 2017. McLain (2016McLain ( , 2017 demonstration was described as encompassing aspects of teacher modelling and explaining, often supported by questioning. Furthermore, 'demonstration' typically focuses on practical techniques and procedures, often (although not exclusively) with regard to making and tool use. The literature review in McLain (2017) presented central concepts from a largely constructivist perspective and this paper seeks to critique different perspectives. This literature review explores the concept of a signature pedagogy and expands the discussion around the role of the 'demonstration' in relation to so-called domains of learning. In addition, literature from cognitive science (cognitive load theory, direct instruction and social learning theory), which purport to challenge the constructivist perspective on learning, is explored and evaluated. Literature review

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“…Moreover, according to a past study conducted at 12 diverse Vocational education and Training sites around Australia by Burke and Smith (2009), they found that transformational leadership has positively impacted the independence and empowerment level of their school members. Furthermore, transformational leadership has also become one of the factors in triggering teachers' creativity and innovation during school transformation (Mincu, 2015).…”

Section: Transformational Leadershipmentioning

confidence: 99%

EFFECT OF LECTURER’S TRANSFORMATIONAL LEADERSHIP ON STUDENTS’ EMPLOYABILITY: MALAYSIAN TECHNICAL AND VOCATIONAL EDUCATION & TRAINING INSTITUTIONS

Omar¹,

Zulazmi²,

Ladin³

2019

MOJEM

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As the economy of Malaysian government has transformed from a typical economy to human capital economy, the demand for Technical and Vocational Education & Training (TVET) institutions as a platform to develop human capital is also increasing. TVET based institutions in Malaysia are known as formal and informal learning sector which provide youthful people with the expertise and skills needed in the work sector. However, TVETbased qualifications and careers in Malaysia are perceived poorly and does not receive recognition in the workplace in terms of employability. These institutions cannot achieve their predetermined goals without effective leadership as the success and failure of the objectives depend on lecturers. Over the last three decades, transformational leadership has achieved legitimacy that has been showed to be an effective and influential enabler especially in developing employees' attitudes and behaviours. Thus, the aim of present research is determining the role of lecturer's transformational leadership in effecting students' employability. This study was conducted in ten (10) Technical and Vocational Education & Training (TVET) institutions located at Peninsular Malaysia, Sabah and Sarawak. A total of 350 final year students were involved in this research which used the quantitative research design approach. Pearson correlations, linear regression and multiple regressions analysis were used to analyse the collected data. The findings indicated that lecturer's transformational leadership significantly and positively correlated with students' employability. In addition, the result also indicated that students' employability can be affected by role of lecturer's transformational leadership style. Based on the findings, it is indicated that lecturers must display an effective inspirational motivation, idealized influence, individualized consideration and intellectual stimulation which will then stimulate employability development among students especially in TVET institutions.

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Teacher quality and school improvement: what is the role of research?

Cited by 102 publications

References 43 publications

Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools?

Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools?

Developing perspectives on ‘the demonstration’ as a signature pedagogy in design and technology education

EFFECT OF LECTURER’S TRANSFORMATIONAL LEADERSHIP ON STUDENTS’ EMPLOYABILITY: MALAYSIAN TECHNICAL AND VOCATIONAL EDUCATION & TRAINING INSTITUTIONS

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