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Standards Performance Continuum: Development and Validation of a Measure of Effective Pedagogy

The article by Doherty, Epaloose and Tharp is a step-by-step presentation ***** the development and validation of a quantitative tool (termed Standard Performance Continuum or SPC by the authors) that measures teachers' performance in apply*****g ********** 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 ***** form the theoretical basis ***** 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 that test ***** validity of the measure through interrater reliability, concurrent validity, and criterion-related validity. ***** results of the studies show that the application of Standard Performance Continuum (SPC) provides valid information on performance of teachers involved in teaching ***** disadvantaged students.

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

The five Standards for Effective Pedagogy (or teaching) were ident*****ied by Tharp et al


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