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

***** *****' explanati***** of ***** and its ***** dimension identified as 'connected learning' in the article 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 that the person's brain is already familiar with. Hence th***** particular ***** f***** e*****fective teaching is perhaps the most important out of the 5 ***** for effective ***** ***** form ***** ***** of the *****. It is also remarkable how ********** teachers forget or ignore this very simple rule of ***** teaching in a classroom setting.

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


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