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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 ***** Continuum or SPC by the authors) that measures teachers' performance in apply*****g Standards 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 that form the *****oretical basis ***** the SPC. The rest of the ***** 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 the validity of ***** measure through interrater reliability, concurrent validity, and criterion-related validity. ***** results of the studies show that ***** application of St*****ard Performance ***** (SPC) provides valid information on performance of teachers involved in teaching of disadvantaged students.

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

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

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