TALIS 2013 results: an international perspective on teaching and learning
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Paris
2014
|
| Edition: | rev. version, June |
| Series: | TALIS, teaching and learning international survey
|
| Subjects: | |
| Online Access: | Inhaltstext Inhaltsverzeichnis |
| Physical Description: | 437 S. Ill., graph. Darst. 280 mm x 210 mm |
| ISBN: | 9789264211339 |
Staff View
MARC
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| 250 | |a rev. version, June | ||
| 264 | 1 | |a Paris |c 2014 | |
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| 336 | |b txt |2 rdacontent | ||
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Record in the Search Index
| _version_ | 1806328618357358592 |
|---|---|
| adam_text |
Table of Co
η
te nts
EXECUTIVE SUMMARY
.19
READER'S GUIDE
.23
CHAPTER
1
OVERVIEW OF
TALIS
.25
WhatisTALIS?
.26
TALIS
2013.26
The aims of
TALIS
.27
■
The population surveyed
.27
•
Who is
a
TAUS
teacher?
.28
■
TALIS
2013
policy themes
.28
■
Administering
TALIS
.29
■
Interpretation of the results
.29
■
Organisation of the report
.30
CHAPTERS TEACHERS AND THEIR SCHOOLS
.31
Highlights
.32
Introduction
.32
Who is teaching in lower secondary schools?
.33
•
Teachers'gender and age
.33
•
Teachers'education and professional training
.34
■
Work experience of teachers
.38
■
Employment status
.39
•
Distribution of teachers
.40
A profile
of schools where teachers work
.45
•
School type and school composition
.45
•
School resources
.46
•
School climate
.47
■
School autonomy
.49
Summary and main policy implications
.50
CHAPTERS THE IMPORTANCE OF SCHOOL LEADERSHIP
.55
Highlights
.56
Introduction
.■.56
The Principal's Work
.57
•
Planning school goals, programmes and professional development
.61
■
Sharing responsibilities
.62
Who are today's school leaders?
.65
•
Age and gender of principals
.66
■
Formal education of school principals
.67
Principals'work experience
.71
TALIS
2013
RESULTS: AN INTERNATIONAL PERSPECTIVE ON TEACHING AND LEARNING
&
OECP
ÎOM
TABLE
OF
CONTENTS
Professional development for principals
.
7i
Principals' leadership: Providing direction to the school and supporting teachers
75
-
Instructional leadership and principals' engagement in school and teacher development
.76
•
Instructional leadership and school climate
.76
Principals'job satisfaction
.
'7
Summary and main policy implications
.
79
CHAPTER* DEVELOPING AND SUPPORTING TEACHERS
.
85
Highlights
.
86
Introduction
.
86
Induction and mentoring programmes
.
88
■
Availability of induction programmes
.
88
«
Partici
pation
rates in induction programmes
.91
■
Availability of mentoring programmes
.93
•
Participation rates in mentoring programmes
.94
Why teachers participate in professional development
.97
»
Participation rates
.97
■
How does participation vary by teacher and school characteristics?
.100
How much professional development do teachers get?
.101
Teachers' perceptions about the effectiveness of their professional development
.105
How teachers' professional development is supported
.107
■
Scheduled time
.108
■
Financial support: Salary supplements
.108
•
Non-monetary support
.108
Teachers' professional development needs
.108
■
Professional development on using ICT
.109
Barriers to participation
.111
■
Conflict with work schedule
.112
•
Lack of incentives for participation
.112
■
Participation is too costly
.112
•
Other barriers
.113
Summary and main policy implications
.113
CHAPTERS IMPROVING TEACHING USING APPRAISAL AND FEEDBACK
.119
Highlights
.120
Introduction
.120
Defining teacher appraisal and feedback
.122
■
Organisation of the chapter
.122
■
Formal teacher appraisal
.123
■
Who provides feedback to teachers
.126
«
Methods for providing teacher feedback
.130
«
Multiple sources of feedback
.132
•
Focus of teacher feedback
.133
Outcomes of teacher appraisal and feedback
.136
Perceptions of teacher appraisal and feedback systems in schools
.139
Does school autonomy make a difference to teacher appraisal and feedback?
.141
Summary and main policy implications
. .143
8
^u TAL|S
2013
RESULTS: AN INTERNATIONAL PERSPECTIVE ON TEACHING AND LEARNINC
TABLE OF
CONTENTS
CHAPTER,
ó
EXAMINING TEACHER PRACTICES AND CLASSROOM ENVIRONMENT
.149
Highlights
.150
Introduction
.150
•
Theoretical background, review of literature and analytical framework
.150
•
Organisation of the chapter
.152
■
Classroom teaching practices
.152
•
What accounts for the variance in teaching practices?
.156
•
Teacher characteristics
.157
•
Professional development
.158
•
Classroom context
.159
Teachers' use of student assessment
.160
Time spent on various tasks
.162
Beliefs about the nature of teaching and learning
.163
•
What accounts for the variance in teachers' beliefs?
.164
Bringing beliefs and practices together
.165
Teacher professional practices: Co-operation among staff
.166
•
Creating a collaborative school climate
.168
•
What accounts for the variance in teacher co-operation?
.169
Classroom environment
.:.169
•
Country differences in classroom environment
.170
•
What accounts for the variance in classroom climate?
.173
Summary and implications for policy and practice
.174
CHAPTER
7
TEACHER SELF-EFFICACY AND JOB SATfSFACTION: WHY THEY MATTER
.181
Highlights
.182
Introduction
.182
•
Analytical model
.183
■
Organisation of this chapter
.184
A profile of teachers' self-efficacy and job satisfaction
.184
•
Individual self-efficacy and job satisfaction items across countries
.184
Teachers' self-efficacy and job satisfaction in relation to teacher demographics
.188
Teachers' self-efficacy and job satisfaction in relation to classroom environment
.190
Teachers' self-efficacy and job satisfaction in relation to school leadership and in-school relations
.191
•
The role of in-school relationships in accounting for the impact of classroom composition
.193
Teachers' self-efficacy and job satisfaction in relation to professional development of teachers
.194
Teachers' self-efficacy and job satisfaction in relation to teacher appraisal and feedback
.195
Teachers' self-efficacy and job satisfaction in relation to teachers' beliefs and practices
.196
■
The role of beliefs and practices in accounting for the impact of classroom composition
.197
Teachers' self-efficacy and job satisfaction in relation to teachers' professional collaborative practices
.198
Summary and main policy implications
.200
ANNEX A TECHNICAL NOTES ON SAMPLING PROCEDURES AND RESPONSE RATES FOR
TALIS
2013.207
ANNEX
В
TECHNICAL NOTES ON INDICES AND ANALYSIS USED IN
TALIS
201 3.213
AN
N
FX
C TALIS
2013
DATA
.257
ANNHXD LIST OF CONTRIBUTORS
.433
TALIS
2013
RESULTS: AN INTERNATIONAL PERSPECTIVE ON TEACHINC AND LEARNINC |
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| indexdate | 2024-08-03T01:40:10Z |
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| institution_GND | (DE-588)5157-3 |
| isbn | 9789264211339 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027434679 |
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| owner | DE-703 DE-91 DE-BY-TUM |
| owner_facet | DE-703 DE-91 DE-BY-TUM |
| physical | 437 S. Ill., graph. Darst. 280 mm x 210 mm |
| publishDate | 2014 |
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| series2 | TALIS, teaching and learning international survey |
| spelling | TALIS 2013 results an international perspective on teaching and learning Organisation for Economic Co-operation and Development rev. version, June Paris 2014 437 S. Ill., graph. Darst. 280 mm x 210 mm txt rdacontent n rdamedia nc rdacarrier TALIS, teaching and learning international survey Teaching and Learning International Survey (DE-588)1085717569 gnd rswk-swf Teaching and Learning International Survey (DE-588)1085717569 b DE-604 OECD Sonstige (DE-588)5157-3 oth Erscheint auch als Online-Ausgabe 978-92-64-19626-1 text/html http://deposit.dnb.de/cgi-bin/dokserv?id=4697478&prov=M&dok_var=1&dok_ext=htm Inhaltstext Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027434679&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | TALIS 2013 results an international perspective on teaching and learning Teaching and Learning International Survey (DE-588)1085717569 gnd |
| subject_GND | (DE-588)1085717569 |
| title | TALIS 2013 results an international perspective on teaching and learning |
| title_auth | TALIS 2013 results an international perspective on teaching and learning |
| title_exact_search | TALIS 2013 results an international perspective on teaching and learning |
| title_full | TALIS 2013 results an international perspective on teaching and learning Organisation for Economic Co-operation and Development |
| title_fullStr | TALIS 2013 results an international perspective on teaching and learning Organisation for Economic Co-operation and Development |
| title_full_unstemmed | TALIS 2013 results an international perspective on teaching and learning Organisation for Economic Co-operation and Development |
| title_short | TALIS 2013 results |
| title_sort | talis 2013 results an international perspective on teaching and learning |
| title_sub | an international perspective on teaching and learning |
| topic | Teaching and Learning International Survey (DE-588)1085717569 gnd |
| topic_facet | Teaching and Learning International Survey |
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