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Educational Assessment, Evaluation and Accountability

Erschienen in:

01.02.2015

From good ideas to good practice: putting teachers at the center of education improvement, where they belong

verfasst von: Joshua A. Muskin

Erschienen in: Educational Assessment, Evaluation and Accountability | Ausgabe 1/2015

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This commentary builds upon a very simple premise: Meeting the challenge of education quality around the globe depends first and foremost on the teacher in the classroom. It captures perspectives that are informed by over 25 years of work supporting and researching education quality and innovation in over 30 countries while working for international nongovernmental organizations, multilateral agencies, and academic institutions. …

Vorheriger Artikel Education and social transformation in India: a role for action-based research and evaluation?

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—USAID (2011) “Case study: using opportunity to learn and early grade reading fluency to measure school effectiveness in Mozambique.”

—See http://data.worldbank.org/indicator/SE.PRM.ENRL.TC.ZS (23 January, 2015).

—See http://www.globalpartnership.org/success-stories/more-children-learn-mozambique (22 January 2015).

—UIS (2006) “Teachers and educational quality: monitoring global needs for 2015,” Montreal.

—The Guardian (12 October, 2011) “Global teacher shortage threatens progress on education,” found at guardian.co.uk.

—For critiques of the No Child Left Behind reform, see Ravitch, D. (2011) The death and life of the great American school system: how testing and choice are undermining education, Perseus Books Group; Richardson, A. (2011) “Where No Child Left Behind went wrong,” on the Harvard Business Review blog posts (17 Oct.); Cochran-Smith, M. and Lytle, S. (2006) “Troubling images of teaching in No Child Left Behind,” in the Harvard Education Review, vol. 76(4): 668–697).

—The issue of teacher evaluation is hotly debated, perhaps especially in the so-called developed countries, which, following the central premise of this commentary, can also be traced to the desire of systems to find a uniform, limited set of standards or approaches to apply to an eminently diverse phenomenon: the teacher. For more on the teacher evaluation debate, see Weisberg, D., et al. (2009) The Widget effect: our national failure to acknowledge and act on differences in teacher effectiveness, The new teacher project; Hanushek, E. (2010) “Improving the evaluation of teachers,” on Educationnext.org, 17 November; Goe, L., et al. (2008) “Approaches to evaluating teacher effectiveness: a research synthesis,” National Comprehensive Center for Teacher Quality.

—It may be argued that student assessment is the most critical of all of these inputs since testing, I assert, effectively holds all other system factors initiatives hostage. If the ‘ticket’ to further education and the associated social and economic rewards is the ability to provide an accurate, thorough recitation of facts and utilization of mechanical techniques, virtually no amount of curricular reform and training to promote new learner-centered methods or new textbooks will change how teachers teach. Even if a teacher wanted to change, parents, students, school administrators or even senior officials, or the media would likely join to fight it.

—See the ever-growing body of research and policy documents summoning education systems to produce graduates with “21st Century Skills,” including such documents as Organization of economic cooperation and development (OECD) (2001) “Definition and selection of competencies: theoretical and conceptual foundations (DeSoCo)—background paper”; Tough, Paul (2012), How children succeed: grit, curiosity, and the hidden power of character, Houghton Mifflin Harcourt, New York; Pellegrino, James and Hilton, Margaret, Editors (2012) Education for life and work: developing transferable knowledge and skills in the 21st century, National Research Council, Washington, D.C.; UNESCO (2012) Education and skills for inclusive and sustainable development beyond 2015—thematic think piece, Paris.

—For an overview of scaffolding in classroom practice, see Berk, L. and Winsler, A. (1995) Scaffolding children’s learning: Vygotsky and early childhood education, NAEYC research into practice series, Vol. 7. For an overview of scaffolding to strengthen teaching knowledge and practice, see Engin, M. (2010) Scaffolding the construction of teaching knowledge in a pre-service teacher training context: language teacher education in a Turkish University, University of Bath; Metcalfe, M. (2008) “Teacher quality in Southern Africa,” in Commonwealth education partnerships, pp. 93–96; Sleep, L. and Boerst, T. (2012) “Preparing beginning teachers to elicit and interpret students’ mathematical thinking,” in Teaching and teacher education, vol. 28(7):1038–1048.

—See Chapman, D. and Carrier, C., eds. (1990) Improving educational quality: a global perspective, Greenwood Press; Hays, D. (2000), “Cascade training and teachers’ professional development,” ELT Journal, vol. 54(2):135–145; and for a positive view, Rafi, M. (2010) “Evaluating training cascade: a methodology and case study,” in Educational research and reviews, vol. 5(2):64–77.

—For more information on communities of practice, see Wenger, Etienne (2006) “Communities of practice: a brief introduction; http://wenger-trayner.com/theory/ (26 January 2015); Barton, D. and Tusting, K., editors (2005) Beyond communities of practice: language power and social context; part of Learning in doing: social, cognitive and computational perspectives; Cambridge Press; and Finlay, L. (2008) “Reflecting on ‘Reflective Practice”; Practice-based professional learning centre paper No. 52, The Open University.

—For more on action-research, consult such works as Department of Education and Training, State of New South Wales, Australia (2010) Action research in education: guidelines, 2nd Edition; Curriculum Corporation (2005) “Configurative mapping tool,” Department of Education, Science and Training, Australian Government; and Lewin, K. (1947) “Frontiers in group dynamics: concept, method and reality in social science; social equilibria and social change,” Human relations, volume 1: 5–41.

—To illustrate the point, the 2013/4 issue of the Education for All Global monitoring report was devoted fully to the persistent crisis of learning around the globe.

—See Ravitch, D., op cit.

—Daniel Pink provides a very practical and compelling argument along these lines in his 2009 book Drive: the surprising truth about what motivates us, published by Riverside Hardcover.

Titel: From good ideas to good practice: putting teachers at the center of education improvement, where they belong
verfasst von: Joshua A. Muskin
Publikationsdatum: 01.02.2015
Verlag: Springer Netherlands
Erschienen in: Educational Assessment, Evaluation and Accountability / Ausgabe 1/2015
Print ISSN: 1874-8597
Elektronische ISSN: 1874-8600
DOI: https://doi.org/10.1007/s11092-015-9216-7

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