ISBN:
9789462095366
Language:
English
Pages:
Online-Ressource (VIII, 178 p, online resource)
Series Statement:
The Future of Education Research
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Teachers’ Professional Development: Assessment, Training, and Learning
Parallel Title:
Erscheint auch als Teachers' professional development
Keywords:
Teacher effectiveness
;
Teachers Training of
;
Education
;
Education
;
Aufsatzsammlung
;
Lehrerbildung
;
Lehrerfortbildung
Abstract:
Preliminary Material /Sabine Krolak-Schwerdt , Sabine Glock and Matthias Böhmer -- Introduction /Sabine Krolak-Schwerdt , Sabine Glock and Matthias Böhmer -- Teachers’ Judgments of Students’ Academic Achievement /Anna Südkamp , Johanna Kaiser and Jens Möller -- Accuracy of Teacher Judgments /Cordula Artelt and Tobias Rausch -- Improving Teachers’ Judgments: Obtaining Change Through Cognitive Processes /Ineke Pit-ten Cate , Sabine Krolak-Schwerdt , Sabine Glock and Maria Markova -- Training Prospective Teachers in Educational Diagnostics /Monika Trittel , Mara Gerich and Bernhard Schmitz -- Teacher Learning and Professional Development /Jan D. Vermunt -- Professional Development Across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities /Dirk Richter , Mareike Kunter , Uta Klusmann , Oliver Lüdtke and Jürgen Baumert -- Epistemological Beliefs and Students’ Adaptive Perception of Task Complexity /Rainer Bromme , Stephanie Pieschl and Elmar Stahl -- The Validity of Predictors of Academic and Vocational-Training Achievement: A Review of the Literature /Florian Klapproth and Paule Schaltz -- Index /Sabine Krolak-Schwerdt , Sabine Glock and Matthias Böhmer.
Abstract:
A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers
Description / Table of Contents:
TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the Series of Three Volumes; INTRODUCTION; AFFILIATIONS; TEACHERS' JUDGMENTS OF STUDENTS' ACADEMIC ACHIEVEMENT: Results From Field and Experimental Studies; INTRODUCTION; A MODEL OF TEACHER JUDGMENT ACCURACY; Teacher Judgment Accuracy; Teachers' Judgments; Teacher Characteristics; Judgment Characteristics; Students' Test Performance; Student Characteristics; Test Characteristics; Correspondence Between Judgment and Test Characteristics; Correspondence Between Teacher Characteristics and Student Characteristics
Description / Table of Contents:
EXPERIMENTAL RESEARCH ON TEACHER JUDGMENT ACCURACYThe Simulated Classroom; Teacher Judgment Accuracy within the Simulated Classroom; Moderators of Teacher Judgment Accuracy; SUMMARY AND OUTLOOK; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; ACCURACY OF TEACHER JUDGMENTS: When and for What Reasons?; INTRODUCTION; ACCUARY OF TEACHER JUDGMENTS; The Concept of Diagnostic Competence1; Indicators of Judgment Accuracy; Potential Moderators of Judgment Accuracy; Accuracy of Global Versus Task-Specific Judgments; WHEN CAN WE EXPECT TO FIND ACCURATE JUGMENTS?; Necessary Conditions (Realistic Accuracy Model)
Description / Table of Contents:
Variations of Judgment Accuracy Against the Background of the Realistic Accuracy ModelNecessary Information and Global Versus Task-Specific Judgments; Expertise - Knowledge; Judgment Relevance and Expertise; VULNERABILITY TO BIAS AND PREDICTION OF STUDENT PERFORMANCE FOR TASK-SPECIFIC AND GLOBAL JUDGMENTS; Vulnerability to Bias: Global Versus Task-Specific Judgments; Student Learning Progress and Teacher Judgment Accuracy; SUMMARY AND IMPLICATIONS; NOTES; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; IMPROVING TEACHERS' JUDGMENTS: OBTAINING CHANGE THROUGH COGNITIVE PROCESSES
Description / Table of Contents:
TEACHER EXPECTATIONS AND STEREOTYPE THREATATTITUDES, STEREOTYPES, AND SUPPRESSION; ACCOUNTABILITY; STATISTICAL PREDICTION RULES; CONCLUSION; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; TRAINING PROSPECTIVE TEACHERS IN EDUCATIONAL DIAGNOSTICS; INTRODUCTION; TRAINING PROGRAM ON EDUCATIONAL DIAGNOSTICS FOR PROSPECTIVE TEACHERS; General Outline for the Configuration of the Training Program; Pre-Actional Phase of Diagnosing: Units 1-3; Actional Phase of Diagnosing: Units 4-5; Scope of Application: Units 6-8; Post-Actional Phase of Diagnosing: Units 9-10
Description / Table of Contents:
HOW PROSPECTIVE TEACHERS BENEFIT FROM PRACTICAL DIAGNOSTIC TRAININGParticipants; Design; Procedure; Instruments and Measures; Results; DISCUSSION; AUTHOR NOTE; REFERENCES; AFFILIATIONS; TEACHER LEARNING AND PROFESSIONAL DEVELOPMENT; INTRODUCTION; STUDENT LEARNING; CONTEMPORARY EDUCATIONAL INNOVATIONS FOSTERING STUDENT LEARNING; SEPARATED AND INTEGRATED TEACHER KNOWLEDGE BASE; TEACHER PROFESSIONAL LEARNING; CONCLUSIONS AND DISCUSSION; REFERENCES; AFFILIATIONS; PROFESSIONAL DEVELOPMENT ACROSS THE TEACHING CAREER: TEACHERS' UPTAKE OF FORMAL AND INFORMAL LEARNING OPPORTUNITIES; INTRODUCTION
Description / Table of Contents:
PROFESSIONAL DEVELOPMENT AS UPTAKE OF DIFFERENT KINDS OF LEARNING OPPORTUNITIES
Note:
Literaturangaben
DOI:
10.1007/978-94-6209-536-6
URL:
Volltext
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