A comprehensive analysis of classroom observations according to the standards for excellence in teaching checklist and efficacy and professional development school questionnaire.
Written in 2004; 9,180 words; 6 sources; APA; $ 190.95
Paper Summary:
The basic procedure of this study is outlined in the first chapter, which presents the basic overview and introduction to the research and formulation of the study. Chapter II provides a review of the literature to determine what the experts are saying about innovation and cost-effectiveness in teaching today, as well as a discussion of how these methods have been used to a school's advantage, providing justification for the study. The rationale and attributes of the research design and procedures are discussed in Chapter III. An analysis of the data follows in the penultimate chapter, and a summary of the research is provided in the concluding chapter. Includes several tables and graphs and sample questionnaires.
Table of Contents
Chapter One: Introduction
Chapter Two: Review of the Relevant Literature
Background and Overview
Standards for Excellence in Teaching
Qualitative Analysis of Classroom Observation Surveys
Chapter Three: Methodology
Analysis of Classroom Observation Forms
Efficacy and PDS Interview Analysis
Data Analysis
Summary, Conclusion and Recommendations
From the Paper:
"The national system of formal education in the United States developed in the 19th century and differed from other educational systems in place in other Western societies in three fundamental ways. The first difference was that Americans were more inclined to regard education as a solution to various social problems. The second, because they had this confidence in the power of education, Americans provided more years of schooling for a larger percentage of the population than other countries. The third difference in the American system was that educational institutions were primarily governed by local authorities rather than by federal ones. The decline in our school systems can perhaps be attributed to the federal government's well-intentioned but ultimately misguided involvement in funding programs. These programs, which began in the 1950s, have resulted in huge bureaucracies that have created programs, unfunded mandates, and an enormous amount of regulations for school officials across the nation. All the while, our education system has been crumbling from within. Parents are sending their children to private schools in increasing numbers, and today, just over 10 percent of the nation's students attend nonpublic schools, and approximately half attend Catholic schools (Hammond, 1999)."
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