Creating effective teaching and learning environments: First results from Teaching and Learning International Survey
Source:Oganization for Economic Co-operation and Development, Paris, p.305 (2009)
Call Number:Cubb LB1776 .C73 2009
Keywords:Educational evaluation--OECD countries, Educational surveys--OECD countries, Elementary school teachers--OECD countries--Statistics, Teachers--OECD countries--Statistics, Teaching and Learning International Survey, Teaching--OECD countries--Statistics
Partial contents: Introduction -- A profile of the teacher population and the schools in which they work -- The professional development of teachers -- Teaching practices, teachers' beliefs and attitudes -- School evaluation, teacher appraisal and feedback and the impact on schools and teachers -- Leading to learn : school leadership and management styles -- Key factors in developing effective learning environments : classroom disciplinary climate and teachers' self-efficacy.; Summary: This publication 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. TALIS illustrates the roles and functions that school leaders adopt within schools - often facing quite different circumstances - and examines how these roles support teachers in their work. Retaining and developing effective teachers is a priority in all school systems and TALIS examines how teachers' work is recognized, appraised and rewarded and how well the professional development needs of teachers are being addressed.--Publisher's description.
Portion of title: First results from TALISLB1776 .C73 2009