The effect of instructional quality on student achievement: Evidence from Japan

Motegi, Hiroyuki; Oikawa, Masato

doi:10.1016/j.japwor.2019.100961

Cited by 13 publications

(7 citation statements)

References 35 publications

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“…The educational background and professional experience of teachers have an impact on what kids learn. The findings of Motegi and Oikawa's (2019) study further support the notion that student achievement is influenced by the calibre of the instruction. The learning component and other learning components interact with one another.…”

Section: Assessment Of Learning Outcomessupporting

confidence: 77%

Effectiveness of Teacher Supervision Practices in the Implementation of the Early Years Education Program

Ameli,

Ayaga,

Ouda

2024

SER

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Early Years Education (EYE) is the crucial stage in the child’s physical, social, emotional, and intellectual development. This study, therefore, sought to evaluate the effectiveness of teacher supervision practices in the implementation of the EYE program in the Khwisero Sub-county. The study which targeted key education stakeholders in EYE adopted a cross-sectional survey research design. Stratified random sampling and purposive sampling were used to select 10 schools, 10 head teachers, 10 teachers in charge, 1 program officer, 4 ward representatives and 50 assistant teachers. The questionnaire, interview guide and document analysis guide were used for data collection. Frequency of supervision is key to the effectiveness of teacher supervision practices because it affects the adequacy of teaching resources, the development of necessary learning skills, and effective time management. From the findings, it was noted that there are various areas of teacher supervision, which are not adequately addressed as indicated by some respondents, including teaching and learning resources, time management and teacher professional records. By implementing effective supervisory practices, schools can create an environment that supports high-quality education and fosters continuous improvement in learning outcomes. Preparedness ensures that teachers have the necessary skills, resources, and time management capabilities, hence directly influencing the adequacy of teaching resources, learning skills, and time management. Generally, respondents thought that supervisory practices in place were effective, though the degree or intensity of effectiveness varied. Therefore, the study recommended that Early Childhood Development and Education (ECDE) stakeholders support the supervision initiatives in place for effective curriculum implementation of the EYE program.

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Section: Assessment Of Learning Outcomessupporting

confidence: 77%

Effectiveness of Teacher Supervision Practices in the Implementation of the Early Years Education Program

Ameli,

Ayaga,

Ouda

2024

SER

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“…Constituye, asimismo, otro hallazgo destacable del presente estudio el hecho de que algunas materias que resultan básicas en entornos desaventajados -tales como Lengua o Formación profesional y práctica, por ejemplo-sean también las que presentan una mayor brecha para este tipo de entornos, en cuanto al porcentaje de profesores sin la formación inicial adecuada para impartirlas, lo que alude a deficiencias o descuidos apreciables en la orientación de las políticas compensatorias; tanto más cuanto que se dispone de suficiente evidencia empírica que señala el mayor impacto de este tipo de factores relativos al profesorado en los alumnos socialmente desaventajados (Darling-Hammond et al, 2001;Yalçın, 2017;Motegi y Oikawa, 2019). Dicho hallazgo estaría, en principio, alineado con los resultados de otras investigaciones que han puesto de manifiesto que estudiantes desaventajados, o de bajo rendimiento y bajos ingresos, suelen ser atendidos por profesores de inferior calidad o menos experimentados (Lee, 2018;Torres, 2018).…”

Section: Sobre La Formación Inicial En La Materia Que Se Imparteunclassified

La idoneidad del profesorado de educación secundaria obligatoria en España. Una percepción autoinformada

Rupérez¹,

García²,

Casas³

2022

RIEOEI

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La idoneidad profesional docente es un constructo complejo que no solo se manifiesta en un conjunto variado de efectos, sino también en la evolución de su intensidad con el tiempo. En este contexto, la formación inicial, la formación permanente y las capacidades docentes reconocidas por los propios profesores constituyen aspectos clave para la definición de las políticas o para su corrección. Por otra parte, el diagnóstico diferencial, en función del nivel socioeconómico y cultural de los centros, es recomendable para ajustar las políticas compensatorias centradas en el factor profesorado. El estudio proporciona un diagnóstico empírico de todos estos elementos, a nivel nacional y territorial, mostrando los siguientes resultados: (1) la falta de formación inicial del profesorado en la materia que imparte arroja cifras moderadas que, particularmente en el caso de la Tecnología y de las Matemáticas, pueden considerarse preocupantes, en especial en algunos territorios; (2) la existencia de necesidades reconocidas de formación en aspectos clave de la enseñanza que afectan a entre la cuarta y la tercera parte de los profesores encuestados y que es superior en los centros desaventajados; (3) solo la mitad del profesorado que imparte ESO se considera suficientemente competente para cumplir con el conjunto de requerimientos.

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“…Oleh karena itu untuk ke depan perlu ada upaya untuk meningkatkan kualitas pembelajaran, baik dari aspek kinerja guru, materi pembelajaran, fasilitas pembelajaran maupun motivasi belajar siswa. Dengan adanya peningkatan kualitas pembelajaran diharapkan akan mampu meningkatkan output maupun outcome pembelajaran karena output pembelajaran dipengaruhi oleh kualitas pembelajaran (Hiroyuki Motegi & Masato Oikawa. 2019;Jessie Brown & Martin Kurzweil.…”

Section: Evaluasi Program Pembelajaran (Kualitas Output and Outcome)unclassified

Evaluasi Program Pembelajaran Kewirausahaan SMA Negeri 1 Prembun Kabupaten Kebumen

Widoyoko¹,

Kustilah²,

Pamilih³

2020

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This study aims at determining the effectiveness of the entrepreneurship instructional program at SMAN 1 Prembun, Kebumen Regency in the academic year of 2018/2019. The evaluation model used is the EKO2P model. The population of the eleventh grade students majoring in social studies in the academic year of 2018/2019 consists of 156 students. The research sample of 101 students is determined based on the sample determination table by Isaac and Michael. Sampling is done by using a sample random sampling technique. Data collection instruments use the questionnaire method, document analysis, observation and interviews. Data analysis uses descriptive analysis The results showed that instructional quality gained a score = 2.95 belonging to good qualifications, instructional output obtained a mean score = 3.03 belonging to good qualifications, instructional outcomes obtained a mean score = 2.62 belonging to good qualifications. The overall score of the quality, output, and outcome of entrepreneurship instructional program was 2.87 belonging to good qualifications. Thus, it can be concluded that the entrepreneurship programs at SMA Negeri 1 Prembun in the academic year of 2018/2019 has been implemented successfully.

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The effect of instructional quality on student achievement: Evidence from Japan

Cited by 13 publications

References 35 publications

Effectiveness of Teacher Supervision Practices in the Implementation of the Early Years Education Program

Effectiveness of Teacher Supervision Practices in the Implementation of the Early Years Education Program

La idoneidad del profesorado de educación secundaria obligatoria en España. Una percepción autoinformada

Evaluasi Program Pembelajaran Kewirausahaan SMA Negeri 1 Prembun Kabupaten Kebumen

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