Essay - Standards Performance Continuum: Development and Validation of a Measure of...

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Standards Performance Continuum: Development and Validation of a Me*****sure of Effective Pedagogy

The article by Doherty, Epaloose and Tharp is a step-by-step presentation ***** the development ***** validation of a quantitative tool (termed Standard ***** Continuum or SPC by the authors) that measures teachers' performance in apply*****g Standards for Effective *****. In the first part of the article, the authors discuss the five standards for effective teaching, i.e., joint productive activity, language and literacy *****, contextualization, challenging activities, and instructional conversation that form the theoretical basis ***** the SPC. The rest of the article is about the development of the SPC including an explanation of the dimensions underlying each standard, developing a five-point rubric (in which 5 levels of en*****ctment are defined), and presentation of three studies ***** test the validity of the measure through interrater reliability, concurrent validity, and criterion-related validity. The results of the studies show that ***** application of St*****ard Performance ***** (SPC) provides valid information on performance ***** teachers involved in teaching of disadvantaged students.

***** authors' explanation of ***** and its underlying dimension identified as 'connected learning' in the ***** is something that most readers would readily identify with. It is a common observance ***** the human brain retains and recalls a thought, data or text if it can associate that object ***** something ***** the person's brain is already familiar with. Hence th***** particular ***** for effective teaching is perhaps the most important out of the 5 ***** ***** effective ***** that form the ***** of ***** *****. It is also remarkable how ********** teachers forget or ignore th***** very simple rule of effective teaching in a classroom setting.

***** five ***** for ***** Pedagogy (or teaching) were identified by Tharp et al


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