The influence of student teachers on student achievement: A case study of teacher perspectives

Tygret, Jennifer

doi:10.1016/j.tate.2017.04.005

Cited by 10 publications

(6 citation statements)

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“…In a comparative study by on the professional development of teachers in schools of Turkey and Singapore, the proportion of teachers who attended professional training was found to be much higher in Singapore than in Turkey. Referring to the big role played by teachers in the alteration process in school, it was stated that teacher quality is one of the most important factors explaining success in education (Tygret, 2017;. In addition, the OECD report indicated that Singapore, which has been in the Top 10 in PISA since 2009 and ranked 1 st in 2015, has reached that level of success mainly due to the quality of teachers (OECD, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Özkan, Özkan ve Güvendir (2019) Singapur ve Türkiye'deki okullarda öğretmenlerin mesleki gelişimlerini karşılaştırdığı çalışmada, Singapur'da mesleki eğitime katılan öğretmenlerin oranı Türkiye'de mesleki eğitime katılan öğretmenlerden oldukça fazla olduğu belirtilmiştir. Öğretmenlerin okuldaki değişim sürecinde büyük bir etkisi olduğu göz önüne alındığında, öğretmen kalitesinin eğitimdeki başarıyı açıklayan en önemli faktörlerden birisi olduğu belirtilmiştir(Tygret, 2017;Vogt ve Rogalla, 2009). Ayrıca 2009 yılından beri PISA'da ilk 10 içerisinde yer alan ve 2015 yılında 1. olan Singapur, OECD raporunda bu başarısındaki en etkili faktörün öğretmenlerinin kalitesi olduğunu belirtmiştir(OECD, 2018).…”

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Lessons from K-12 Education in Asia-Pacific Countries Successful in the PISA: ICT Integration Dimension

Erümit

Keleş

2021

Sakarya University Journal of Education

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This research aims to examine the integration of Information and Communication Technologies (ICT) into the instructional settings in Asia-Pacific countries and states, ranking among the Top 10 in the PISA test. PISA is an OECD’s assessment tool which is applied every three years to measure 15-year-olds’ ability to use their knowledge in mathematics, science, and reading. PISA was first held in 2000, and it has been observed an increasing number of Asia-Pacific countries and states in the Top 10 over the years. Nowadays, one focus of national education systems is on educational technologies and their impact on teaching processes. Therefore, this study focuses on studies regarding the ICT integration of countries in the Asia-Pacific region and their effects on student performance in the PISA test. The document analysis method was used to examine PISA results and reports, OECD reports, ICT integration projects, and studies on PISA. Successful ICT integration activities of Asia-Pacific countries and states were determined by comparing their efforts for ICT integration across countries. Additionally, studies on ICT integration of the Asia-Pacific countries were compared with the studies conducted in Turkey and inferences were made about the effect of ICT integration studies on the outcomes of PISA.

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Section: Discussionmentioning

confidence: 99%

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Lessons from K-12 Education in Asia-Pacific Countries Successful in the PISA: ICT Integration Dimension

Erümit

Keleş

2021

Sakarya University Journal of Education

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“…Lesson-based learning can improve student achievement (Smith, 2008); Changing learning situations (Dana and YendolSilva, 2003); and affect student learning climate in the classroom (Meyer and Wilkerson, 2011). Lecturers with a collegial learning plan significantly influence student achievement (Reeves, et al, 2017;Tygret, 2017). A lecturer to become a professional requires a long journey in his career and makes his students excel (Judge and Dalli, 2016; Gunawan and Benty, 2017).…”

Section: The Application Of Instructional Management Based Lesson Stumentioning

confidence: 99%

“…Collaboration during lesson planning in lesson study was a significant predictor of student achievement (Reeves, et al, 2017). Teacher evaluation systems across the country have been revised with a renewed concentration on the impact of teacher quality on student achievement (Rury, 2013;Tygret, 2017). The research questions of this study, is: (1) how the process of instructional management based lesson study; and (2) whether the application of instructional management based lesson study can improve student's learning achievement?…”

Section: Introductionmentioning

confidence: 99%

The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

Gunawan¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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Abstract:The purpose of this study is: (1) to describe the process of instructional management based lesson study; and (2) improving of student achievement by applying instructional management based lesson study. The research method used is a classroom action research, which is implemented with two cycles, namely Cycle I and Cycle II. The research instrument is the observation sheet of lesson study and test. Data analysis is the analysis of variance paired-samples t test formula with the SPSS PASW Statistics 18. Subjects of the study were 31 students of the Class Management course. The result of the research shows that: (1) the process of instructional management based on lesson study is cyclical i.e. lesson plan, learning implementation (do, open class), and learning evaluation (see); and (2) there is improvement of student achievement by applying instructional management based lesson study.

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“…Genel olarak bakıldığında, bu çabaların daha verimli hale getirilmesinde temel itici güç, öğretmenlerdir. Bu anlamda öğretmen kalitesi, öğrenci başarısında en büyük farklılığı yaratan etkendir (Angrist ve Lavy, 2001;Borko ve Puntam, 1996;Bressoux, 1996;Cohen ve Hill, 2000;Darling-Hammond, 1996;Grosso de Leon, 2001;Jacob ve Lefgren, 2004;Lee, Deaktor, Enders, ve Lambert, 2008;Phillips, 2003;Tygret, 2017;Vogt ve Rogalla, 2009;Wiley ve Yoon, 1995;). Bahsi geçen farklılığı yaratacak öğretmen herhangi bir öğretmen değildir.…”

Section: Introductionunclassified

Investigation of Turkey and Singapore Schools in Terms of Teacher Professional Development and Teacher Behaviors Hindering Learning Variables

Özkan¹,

Özkan²,

Güvendir

2019

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The influence of student teachers on student achievement: A case study of teacher perspectives

Cited by 10 publications

References 10 publications

Lessons from K-12 Education in Asia-Pacific Countries Successful in the PISA: ICT Integration Dimension

Lessons from K-12 Education in Asia-Pacific Countries Successful in the PISA: ICT Integration Dimension

The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

Investigation of Turkey and Singapore Schools in Terms of Teacher Professional Development and Teacher Behaviors Hindering Learning Variables

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