Last edited by Vira
Thursday, July 16, 2020 | History

3 edition of Teachers" perceptions of the effects of implementation of outcomes-based education found in the catalog.

Teachers" perceptions of the effects of implementation of outcomes-based education

Teachers" perceptions of the effects of implementation of outcomes-based education

a qualitative analysis

  • 104 Want to read
  • 11 Currently reading

Published .
Written in English

    Subjects:
  • Competency-based education,
  • Education -- Aims and objectives.,
  • Teaching -- Philosophy.,
  • Teaching -- Methodology.,
  • Teachers -- Michigan -- Attitudes.

  • Edition Notes

    Statementby Elizabeth Alley-Johnson.
    The Physical Object
    FormatMicroform
    Paginationvi, 236 leaves.
    Number of Pages236
    ID Numbers
    Open LibraryOL19647525M

    Teachers Perception of Principal’s Leadership and School Learning Questionnaire (TPPLSLQ). implementation. In Education any discussion on reforms of teaching and learning likely direct effects on students and the type of leadership behaviour the principal should employ.   Data Analysis. Findings pertinent to teachers' perceptions of students' problem behavior inside classroom are reported in this paper. Data was analyzed by using general qualitative analyses techniques [].First level of coding was conducted by a colleague who has a Bachelor degree of Psychology and teaching experiences.

    Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students . At this same time, I was undergoing a reeducation at the hands of Wilbur Brookover and other professors at Michigan State University. There, I gained new insights into the role of teacher expectations, the positive and negative effects of various school climates, the structural aspects of school organizations, and the societal functions of schools.

    Teaching Strategies for Outcomes-Based Education (2nd Edition). Cape Town: Juta. Kudlas, J.M. (). Implications of OBE: What you should know about outcomes-based education. The Science Educator, 61(5), Spady, W. D. (). Outcomes Based Education: Critical Issues and Answers. Arlington, VA: American Association of School Administration.   Key components of PBL. As stated previously, Dewey’s work on student engagement and practice-based learning are essential components of PBL. Since students’ voice is required during the phases of the project, the significance of student voice is addressed in curriculum theory (Cook-Sather ).Student voice is generally considered to be a significant element of the learning process.


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Teachers" perceptions of the effects of implementation of outcomes-based education Download PDF EPUB FB2

The purpose of this study was to determine teachers' perceptions of the effects of implementation of the philosophy, curriculum structure, instructional development system, assessment and monitoring procedures, instructional organization, and staff development process of Outcomes-Based Education (OBE) and to determine if teachers' perceptions of OBE issues differ in relation to their level of teaching assignment, years of teaching experience, and level of education Author: Wendell A.

Burns, Robert W. Wood. Outcomes Based Education (QBE) Approach: Outcomes-Based Education should be driven by the outcome displayed by the learner at the end of the educational experience (process). Objectives Of The National Qualifications Framework: The objectives of the National.

The Effects of Teachers’ Perceptions on the Implementations Active The purpose of this study was to investigate the extent and effects of EFL teachers’ perceptions on the implementation of active learning in three selected secondary schools in Genna Bossa Woreda of Dawro Zone, SNNPRS. To conduct the study, descriptive survey research File Size: 1MB.

available for teachers to teach this old syllabus. Inthe Ministry of Education made changes and developments to its educational system where Commercial Studies changed its name to Business Studies, a combination of both economics and accounting topics to be taught in Years 9, 10 and 11 and become two separate subjects in Years 12 and Describes a survey of 51 graduate students/full-time teachers at schools implementing full inclusion programs.

Participants expressed their views concerning implementation methods, effects on instructional practices, community reactions, and advantages and disadvantages.

Schools need to do a better job of explaining the rationale for full inclusion and providing in-service by: 3. Research Commons, Education Economics Commons, Elementary and Middle and Secondary Education Administration Commons, and the Elementary Education and Teaching Commons Recommended Citation Williams, Alfreda Ragland, "The Effect of Teachers’ Expectations and Perceptions on Student Achievement in Reading for Third and Fifth Grade Students" ().

in higher education: effects on students ’ learning outcomes ”, Teaching in Higher Education, Vol. 17 No. 3, pp. Stoller, A. (), “ Taylorism and the logic of learning outcomes. renewal. Teachers also perceived longer courses were more applicable to their work. These findings affirm the CERI principles of effective PD and endorse the need for long term activities that have specific focus.

Teacher perceptions, teacher professional development, teacher renewal. Teachers who possess positive perceptions about formative assessment are strongly adhered to use assessment to improve the quality of teaching as well as students learning [9].

Many studies have shown that the implementation of formative assessment is related to teachers’ beliefs, attitudes, and perceptions about teaching and learning.

perspective to the teaching and learning situations, and every learner has a unique experiential a result, implementation of the explicit curriculum will vary as teachers (1) make important on-the-spot decisions reflecting their perceptions of the curriculum (i.e., curriculum defined), (2) draw on their prior.

The Effect of Teachers’ Perception and Students’ Perception of Due to the composition of physics education, most physics teachers believe it should be done practically Ogunleye () cited Ukeje in his book to have said “poor achievement of students in.

The two interventions were (1) a learner-centred approach based on the principles of outcomes-based education (OBE), and (2) a teacher-centred approach in the form of a traditional lecture, characterised by frontal dissemination of information while students passively listened and took notes.

A primary barrier to the change necessary for improving education is the low expectations teachers often have toward certain groups of students (Allen, ). The purpose of this study was to explore teachers' perceptions and expectations of their Hispanic students.

Curriculum implementation therefore refers to how the planned or officially designed course study is translated by the teacher of into syllabuses, schemes of work and lessons to be delivered to learners (University of Zimbabwe ).

Curriculumwhich was South Africa’s version of outcomes-based education (OBE), was introduced in Teacher perceptions—the thoughts or mental images teachers have about their students—are shaped by their background knowledge and life experiences.

These experiences might involve their family history or tradition, education, work, culture, or community. and external factors of teachers’ perceptions towards the use of classroom-based assessment in reading.

Keywords: classroom-based assessment, reading, perception, implementation, internal and external factors. Introduction There are models for alternative assessment that ESL teachers use in different countries as a guideline.

effects of curriculum change in teaching and learning approaches behind teaching and learning perceptions of teachers towards curriculum change the effect of curriculum change on teacher development monitoring and support on curriculum change.

School-based programs often utilise teachers as delivery agents, but few studies examine effects on teacher-level outcomes. Purpose: The primary aim of this study was to determine the impact of teacher training embedded within a physical activity intervention on teacher-level outcomes.

effective teachers exhibit passion for their subjects, are knowledgeable about and care for students, use a variety of teaching strategies and help students appreciate the relevance of information to their own context.

Sprinkle () studied students’ perceptions of effective teaching and found out that students considered effective. Frank et al.

(, p. ) defines competency-based education as an “outcomes-based approach to the design, implementation, assessment, and evaluation of [.] education programs”.

Essentially competency based education focuses on learner performance and achieving learning outcomes (Pijl-Zieber et al., ) similar to the core.

although teachers learn new methods, they return to the strategies they are most comfortable using. The purpose of this qualitative case study was to determine if teacher attitudes and perceptions of direct instruction impacted student achievement in reading. Elementary school teachers from different elementary schools within a school district.This study adds to the existing literature in this domain by using social media as a novel platform to explore an international sample of physical education teachers’ perceptions of implementing SE.Student and Teacher Perceptions of Factors Influencing Students’ Performance in KCSE Mathematics in Tana River County, Education to put in place measures such as in-servicing mathematics teachers Collected data were coded using code book and analyzed both quantitatively and qualitatively.

Qualitative analysis involved making inferences.