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By: University of Virginia Center for Advanced Study of Teaching and Learning (2008)
The Classroom Assessment Scoring System (CLASS) describes ten dimensions of teaching that are linked to student achievement and social development. Each dimension falls into one of three board categories: emotional support, classroom organization, and instructional support.
By: Alex Torrez and William Allan Kritsonis (2008)
The development of new teachers in hard-to-staff schools should be of the highest priority for principals, as stability is key to long-term school improvement. Here are some factors principals should remember when recruiting and retaining teachers.
By: Linda Fitzharris, Mary Blake Jones, and Allison Crawford (2008)
Knowing what teachers know and how they practice is necessary to ensure that there are professionals in every classroom meeting the diverse needs of students. Researchers evaluated case studies from a group of teachers and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized.
By: Lia Salza (2006)
By: Susan Neuman (2006)
By: Kate Walsh, Deborah Glaser, and Danielle Dunne Wilcox (2006)
When some children are learning to read, they catch on so quickly that it appears effortless. It does not seem to matter what reading curriculum or teachers they encounter, for they arrive at school already possessing the important foundational skills. For other children, though, the path to literacy is far more difficult and by no means assured. It matters very much what curriculum their schools use and who their first teachers are.
By: E. D. Hirsch, Jr. (2006)
The federal No Child Left Behind law requires more testing of students, and has spurred some frantic and ineffectual test preparation in many schools, says the author, E. D. Hirsch, Jr. Reading tests must use unpredictable texts to be accurate measures of reading ability, but if you cannot predict the subject matter on a valid reading test, how can you prepare students? Hirsch says you can't, and, therefore, you shouldn't try. The only useful way to prepare for a reading test is indirectly by becoming a good reader of a broad range of texts, an ability that requires broad general knowledge."
By: Louise Spear-Swerling and Robert Sternberg (2001)
By: International Reading Association (2000)
Every child deserves excellent reading teachers — they make a profound difference in children's reading achievement and motivation to read.
By: G. Reid Lyon (2000)
In order to make reading instruction research-based, the research itself must be trustworthy, teachers must be prepared to understand and use it, and efforts must be made to translate research findings into recommendations for instruction. This article describes the issues involved in each of these three areas.
By: Louisa Moats (1999)
The knowledge and skills base required for teaching reading well is extensive. This outline of a proposed curriculum for teacher education programs in reading covers knowledge of reading development, language structure, and strategies for instruction and assessment.
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