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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 qu*****ntitative tool (termed Standard Performance Continuum or SPC by the authors) that measures teachers' performance in apply*****g ********** for Effective Pedagogy. In ***** 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 ***** form the theoretical basis of the *****. The rest of the article is about the development of the SPC including an explanation of ***** dimensions underlying each standard, developing a five-point rubric (in which 5 levels of enactment are defined), and presentation of three studies that test the validity of ***** measure through interrater reliability, concurrent validity, and criterion-related validity. ***** results of the studies show ***** ***** application of St*****ard Performance ***** (SPC) provides valid information on performance ***** teachers involved in teaching of disadvantaged students.

The *****' explanation of contextualization and its ***** dimension identified as 'connected learning' in the ***** 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 associate that object ***** something that the person's brain is already familiar with. Hence this particular standard for effective teaching is perhaps the most important out of the 5 standards ***** effective teaching ***** form ***** basis of the SPC. It is also remarkable how often teachers forget or ignore th***** very simple rule of effective teaching in a classroom setting.

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


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