This publication is the first report from the International Teaching and Learning Survey (TALIS). It provides quantitative, policy-relevant information on the teaching and learning environment in schools in 23 countries and has a focus on lower secondary education. School effectiveness research consistently shows that the quality of the learning environment is the most important policy-malleable factor for positive student learning and student outcomes. In recognition of this, TALIS explores key policies and practices that shape the learning environment. The important role that school leadersh
CONTENTS; FOREWORD; READER'S GUIDE; CHAPTER 1 INTRODUCTION; Overview of TALIS; Origins and aims of TALIS; Design of the TALIS survey; Population surveyed and sampling options; Choosing the policy focus of the first round of TALIS; Developing TALIS; Interpretation of the results; Organisation of the report; CHAPTER 2 A PROFILE OF THE TEACHER POPULATION AND THE SCHOOLS IN WHICH THEY WORK; Introduction; A profile of lower secondary education teachers; A profile of the schools in which teachers work; CHAPTER 3 THE PROFESSIONAL DEVELOPMENT OF TEACHERS; Highlights; Introduction
Level and intensity of participation in professional developmentTypes of professional development; Unsatisfied demand and development needs; Support received by teachers for professional development; Barriers that prevent meeting demand; Impact of professional development; Conclusions and implications for policy and practice; Additional material; CHAPTER 4 TEACHING PRACTICES, TEACHERS' BELIEFS AND ATTITUDES; Highlights; Introduction; Theoretical background and analytical framework; Beliefs about the nature of teaching and learning; Classroom teaching practice
Teacher's professional activities: co-operation among staffClassroom environment; School-level environment: school climate; Job-related attitudes: self-efficacy and job satisfaction; Understanding teachers' professionalism: first steps in linking the school context and teachers'beliefs and practices to teachers' perceived efficacy and the quality of the learning environment; Conclusions and implications for policy and practice; Additional material; CHAPTER 5 SCHOOL EVALUATION, TEACHER APPRAISAL AND FEEDBACK AND THE IMPACTON SCHOOLS AND TEACHERS; Highlights; Introduction
Nature and impact of school evaluationsForm of teacher appraisal and feedback; Outcomes of feedback and appraisal of teachers; Impact of teacher appraisal and feedback; Teacher appraisal and feedback and school development; Links across the framework for evaluating education in schools; Conclusions and implications for policy and practice; Additional material; CHAPTER 6 LEADING TO LEARN: SCHOOL LEADERSHIP AND MANAGEMENT STYLES; Highlights; Introduction; Salient dimensions of secondary school management behaviour of school principals; Aspects of teachers' work and school management
Teacher appraisal and feedback and school managementConclusions and implications for policy and practice; Additional material; CHAPTER 7 KEY FACTORS IN DEVELOPING EFFECTIVE LEARNING ENVIRONMENTS: CLASSROOMDISCIPLINARY CLIMATE AND TEACHERS' SELF-EFFICACY; Highlights; Introduction and conceptual framework; Descriptive statistics for teachers' reported self-efficacy; Descriptive statistics for classroom environment; Teachers' characteristics and classroom disciplinary climate and teachers' self-efficacy
Teachers' professional development and classroom disciplinary climate and teachers' self-efficacy
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