Teaching Effectiveness

Paper Summary:

This paper looks at aspects of teacher training and instructional quality in the instruction of mathematics and sciences in New York State schools, concentrating primarily on students in the 7-12 grade range and ways in which teacher training and instructional quality can interact in a planned program. This program is designed to train math and science teachers in more effective uses of pedagogy and the student-centered classroom in New York schools and focuses on the implementation of technology in the classroom as related to these subjects. It begins with a literature review in which instructional methods for mathematics and science teachers are assessed. Current policy is then analyzed, including training programs in other states that have been shown to be effective in teacher training. It advocates a system in which technology in the classroom, combined with more effective teacher-student interaction and subject application, can be introduced into the educational system.

Outline
Introduction
Literature Review
Current Policy
Recommendations
Short-Term and Long-Term Benefits
Conclusion
Bibliography

From the Paper:

"Teachers can act as advocates of technology by acknowledging their own place in the school's inherent duty to empower students and help them improve their situation in terms of heightened achievements. To help the school fulfill its mission to truly help students and enable them to overcome their disadvantages, a new paradigm of instruction is sought. This new paradigm is based on the integration of computer assisted instruction into schools, and the goal is to improve conditions and monitor achievement through the implementation of teacher-led pilot programs. Computer assisted learning can help children learn to read, learn basic mathematics, and participate purposefully in their own
educational development."

More papers on Teaching Effectiveness:

• Research Paper # 69092 : "The Collaborative Teaching Method"
• Dissertation or Thesis # 149863 : "An investigation into stress in the teaching profession"
• Case Study # 112841 : "Teaching and Learning in Clinical Practice"

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