Quality Teaching Practices: Implementing Instruction
Résumé
معظم الدراسات تركز على الصفات الشخصية للأستاذ والسلوكيات الاجتماعية والتنظيمية التي تحيط عملية التدريس. مما لا شك فيه إنّ استعداد الأستاذ وعلاقته الوثيقة مع الطلاب، وأساليبه في إدارة الصف كلها عناصر تؤدي إلى نجاح عملية التدريس. لكن عندما يتعلق الأمر بتقييم جودة التدريس، لا يوجد شيء أكثر أهمية من التدريس في حد ذاته.
فيما يتعلق بهذا الغرض، يقدم المقال لمحة عامة عن جودة التدريس من حيث الممارسة التعليمية من خلال التركيز على البحوث التي تناولت العناصر المهمة في التدريس
Most of studies focus on the teacher’s personal qualities and social and organizational behaviors that surround the teaching process. Undoubtedly, a teacher’s preparation, relationships with students, and classroom management techniques are inextricably linked with classroom success. When it comes to assessing quality teaching effectiveness, however, there is nothing more important to consider than the actual act of teaching.
In relation to this purpose, the paper provides an overview of the effective quality teaching in terms of instructional practice by focusing on research-based elements of teaching.
Références
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Bernard, B. (2003). Turnaround Teachers and Schools. In B. Williams (Ed.), Closing the Achievement Gap: A Vision for Changing Beliefs and Practices . Alexandria, VA: Association for Supervision and Curriculum Development.
Brookhart, S. M., & Loadman, W. E. (1992). Teacher Assessment and Validity: What Do We Want to Know? Journal of Personnel Evaluation in Education, 5, 347–357.
Cawelti, G. (Ed.). (2004). Handbook of Research on Improving Student Achievement (3rd ed.). Arlington, VA: Educational Research Service.
Corbett, D., & Wilson, B. (2002, September). What urban students say about good teaching. Educational Leadership, 60(1), 18–22.
Cotton, K. (2000). The Schooling Practices that Matter Most. Portland, OR: Northwest Regional Educational Laboratory; and Alexandria, VA: Association for Supervision and Curriculum Development
Covino, E. A., & Iwanicki, E. (1996). Experienced Teachers: Their Constructs on Effective Teaching. Journal of Personnel Evaluation in Education, 11, 325–363.
Cruickshank, D. R., & Haefele, D. (2001, February). Good teachers, plural. Educational Leadership, 58(5), 26–30.
Darling-Hammond, L., Berry, B., & Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23(1), 57–77.
Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge? Education Policy Analysis Archives, 11(33). Retrieved August 21, 2006, from http://epaa.asu.edu/
Day, S. L. (2002). Real kids, real risks: Effective instruction of students at risk of failure. NASSP Bulletin, 86(682). Retrieved August 21, 2006, from www.principals.org/news/bultn_realkids0902.html.
Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
Eisner, E. W. (2003/2004, December/January). Preparing for today and tomorrow. Educational Leadership, 61(4), 6–10.
Ford, D. Y., & Trotman, M. F. (2001). Teachers of Gifted Students: Suggested Multicultural Characteristics and Competences. Roeper Review, 23(4), 235–239.
Fullerton, S. (2002). Student Engagement with Schools: Individual and school-level influences. (Research Report No. 27). Victoria, Australia: Australian Council for Educational Research.
Hansen, J., & Feldhusen, J. F. (1994). Comparison of Trained and Untrained Teachers of Gifted Students. Gifted Child Quarterly, 38(3), 115–123.
Hoff, D. J. (2003, Sep 3). Large scale study finds poor math science instruction. Education Week, 23(1), 8.
Holloway, J. H. (2003, October). Research link: Grouping gifted students. Educational Leadership, 61(2), 89–91.
Hunt, B., & Seney, R. W. (2001). Planning the learning environment. In F. A. Karnes & S. M. Bean (Eds.), Methods and materials for teaching the gifted and talented (pp. 43–89). Waco, TX: Prufrock Press.
Kulik, J. A., & Kulik, C. L. C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73–77.
Langer, J. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 38(4), 837–880.
Mason, D. A., Schroeter, D. D., Combs, R. K., & Washington, K. (1992). Assigning averageachieving eighth graders to advanced mathematics classes in an urban junior high. The Elementary School Journal, 92(5), 587–599.
Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development.
Molnar, A., Smith, P., Zahorik, J., Palmer, A., Halbach, A., & Ehrle, K. (1999). Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21(2), 165–178.
National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Palmer, P. J. (1990). Good teaching: A matter of living the mystery. Change, 22(1), 11–16.
Peart, N. A., & Campbell, F. A. (1999). At-risk students’ perceptions of teacher effectiveness. Journal for a Just and Caring Education, 5(3), 269–284.
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Renzulli, J. S. (1997). The multiple menu model: A successful marriage for integrating content and process. NASSP Bulletin, 81(587), 51–58.
Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3–54.
Rowan, B., Chiang, F. S., & Miller, R. J. (1997). Using research on employees’ performance to study the effects of teachers on students’ achievement. Sociology of Education, 70, 256–284.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176
Stahl, R. J. (1994). Using “think-time” and “wait-time” skillfully in the classroom. ERIC Digest. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education. (ERIC Document Reproduction Service No. ED 370 885)
Taylor, B. M., Pearson, P. D., Clark, K. F., & Walpole, S. (1999). Center for the Improvement of Early Reading Achievement: Effective schools/accomplished teachers. The Reading Teacher, 53(2), 156–159
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2003). Differentiation of instruction in the early grades. ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED 443 572) epaa/v11n33/.
VanTassel-Baska, J., & Little, C. (2003). Content-based curriculum for high-ability learners. Waco, TX: Prufrock Press.
Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin Press.
Weiss, I. R., & Pasley, J. D. (2004, March). What is high-quality instruction? Educational Leadership, 61(5), 24–28.
Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: Millikan Family Foundation and Educational Testing Service.
Wenglinsky, H. (2004). Closing the racial achievement gap: The role of reforming instructional practices. Education Policy Analysis Archives, 12(64). Retrieved August 21, 2006, from http://epaa.asu.edu/epaa/v12n64/.
Zahorik, J., Halbach, A., Ehrle, K., & Molnar, A. (2003). Teaching practices for smaller classes. Educational Leadership, 61(1), 75–77.).
Bernard, B. (2003). Turnaround Teachers and Schools. In B. Williams (Ed.), Closing the Achievement Gap: A Vision for Changing Beliefs and Practices . Alexandria, VA: Association for Supervision and Curriculum Development.
Brookhart, S. M., & Loadman, W. E. (1992). Teacher Assessment and Validity: What Do We Want to Know? Journal of Personnel Evaluation in Education, 5, 347–357.
Cawelti, G. (Ed.). (2004). Handbook of Research on Improving Student Achievement (3rd ed.). Arlington, VA: Educational Research Service.
Corbett, D., & Wilson, B. (2002, September). What urban students say about good teaching. Educational Leadership, 60(1), 18–22.
Cotton, K. (2000). The Schooling Practices that Matter Most. Portland, OR: Northwest Regional Educational Laboratory; and Alexandria, VA: Association for Supervision and Curriculum Development
Covino, E. A., & Iwanicki, E. (1996). Experienced Teachers: Their Constructs on Effective Teaching. Journal of Personnel Evaluation in Education, 11, 325–363.
Cruickshank, D. R., & Haefele, D. (2001, February). Good teachers, plural. Educational Leadership, 58(5), 26–30.
Darling-Hammond, L., Berry, B., & Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23(1), 57–77.
Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge? Education Policy Analysis Archives, 11(33). Retrieved August 21, 2006, from http://epaa.asu.edu/
Day, S. L. (2002). Real kids, real risks: Effective instruction of students at risk of failure. NASSP Bulletin, 86(682). Retrieved August 21, 2006, from www.principals.org/news/bultn_realkids0902.html.
Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
Eisner, E. W. (2003/2004, December/January). Preparing for today and tomorrow. Educational Leadership, 61(4), 6–10.
Ford, D. Y., & Trotman, M. F. (2001). Teachers of Gifted Students: Suggested Multicultural Characteristics and Competences. Roeper Review, 23(4), 235–239.
Fullerton, S. (2002). Student Engagement with Schools: Individual and school-level influences. (Research Report No. 27). Victoria, Australia: Australian Council for Educational Research.
Hansen, J., & Feldhusen, J. F. (1994). Comparison of Trained and Untrained Teachers of Gifted Students. Gifted Child Quarterly, 38(3), 115–123.
Hoff, D. J. (2003, Sep 3). Large scale study finds poor math science instruction. Education Week, 23(1), 8.
Holloway, J. H. (2003, October). Research link: Grouping gifted students. Educational Leadership, 61(2), 89–91.
Hunt, B., & Seney, R. W. (2001). Planning the learning environment. In F. A. Karnes & S. M. Bean (Eds.), Methods and materials for teaching the gifted and talented (pp. 43–89). Waco, TX: Prufrock Press.
Kulik, J. A., & Kulik, C. L. C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73–77.
Langer, J. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 38(4), 837–880.
Mason, D. A., Schroeter, D. D., Combs, R. K., & Washington, K. (1992). Assigning averageachieving eighth graders to advanced mathematics classes in an urban junior high. The Elementary School Journal, 92(5), 587–599.
Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development.
Molnar, A., Smith, P., Zahorik, J., Palmer, A., Halbach, A., & Ehrle, K. (1999). Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21(2), 165–178.
National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Palmer, P. J. (1990). Good teaching: A matter of living the mystery. Change, 22(1), 11–16.
Peart, N. A., & Campbell, F. A. (1999). At-risk students’ perceptions of teacher effectiveness. Journal for a Just and Caring Education, 5(3), 269–284.
Randall, R., Sekulski, J. L., & Silberg, A. (2003). Results of direct instruction reading program evaluation longitudinal results www.uwm.edu/News/PR/04.01/DI_Final_Report_2003.pdf.
Renzulli, J. S. (1997). The multiple menu model: A successful marriage for integrating content and process. NASSP Bulletin, 81(587), 51–58.
Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3–54.
Rowan, B., Chiang, F. S., & Miller, R. J. (1997). Using research on employees’ performance to study the effects of teachers on students’ achievement. Sociology of Education, 70, 256–284.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176
Stahl, R. J. (1994). Using “think-time” and “wait-time” skillfully in the classroom. ERIC Digest. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education. (ERIC Document Reproduction Service No. ED 370 885)
Taylor, B. M., Pearson, P. D., Clark, K. F., & Walpole, S. (1999). Center for the Improvement of Early Reading Achievement: Effective schools/accomplished teachers. The Reading Teacher, 53(2), 156–159
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2003). Differentiation of instruction in the early grades. ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED 443 572) epaa/v11n33/.
VanTassel-Baska, J., & Little, C. (2003). Content-based curriculum for high-ability learners. Waco, TX: Prufrock Press.
Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin Press.
Weiss, I. R., & Pasley, J. D. (2004, March). What is high-quality instruction? Educational Leadership, 61(5), 24–28.
Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: Millikan Family Foundation and Educational Testing Service.
Wenglinsky, H. (2004). Closing the racial achievement gap: The role of reforming instructional practices. Education Policy Analysis Archives, 12(64). Retrieved August 21, 2006, from http://epaa.asu.edu/epaa/v12n64/.
Zahorik, J., Halbach, A., Ehrle, K., & Molnar, A. (2003). Teaching practices for smaller classes. Educational Leadership, 61(1), 75–77.).
Comment citer
صالحــــي, أحلام.
Quality Teaching Practices: Implementing Instruction.
Revues faculté des lettres et des langues, [S.l.], n. 13, juin 2014.
ISSN 1112-6434.
Disponible à l'adresse : >https://revues.univ-biskra.dz/index.php/fll/article/view/790>. Date de consultation : 22 déc. 2024
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