Apprehending Education and Attributes of Teachers in Teaching-Learning Process as a Scope of Research

Avdhesh S. Jha *
Waymade College of Education, CVM University, Vallabh Vidyanagar, Gujarat, India.
Periodicity:December - February'2021
DOI : https://doi.org/10.26634/jsch.16.3.17486

Abstract

Attempt has been made to articulate ideas related to education in a comprehensive manner. The study unifies the substance in education and posits the questions to assess the relationship between educator, educand and teaching learning process. The discussion of the components of education involves Teaching Learning Process (TLP), factors associated with each component of the TLP, objectives of language learning, as well as the discussion of the areas, associated objectives, and the respective associated action verbs for each component of TLP. This study is an attempt to develop the relationship of the teachers' attributes in TLP, to add to the knowledge of education and ignite the potential researchers to add to the education.

Keywords

Teachers, Education, Teaching, Learning, Teaching Learning Process, Attributes.

How to Cite this Article?

Jha, A. S. (2021). Apprehending Education and Attributes of Teachers in Teaching-Learning Process as a Scope of Research. i-manager's Journal on School Educational Technology, 16(3), 1-14. https://doi.org/10.26634/jsch.16.3.17486

References

[1]. Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the chicago public high schools. Journal of Labor Economics, 25(1), 95-135.
[2]. Adesoji, F. A., & Olatunbosun, S. M. (2008). Student, Teacher and School Environment Factors as Determinants of Achievement in Senior Secondary School Chemistry in Oyo State, Nigeria. The Journal of International Social Research, 1/2, 13-34.
[3]. Adu, E. O., & Olatundun, S. O. (2007). Teachers' perception of teaching as correlates of students' academic performance in Oyo State Nigeria. Essays in Education, 20, 57-63.
[4]. Alexander, R. (2000). Culture and Pedagogy: International Comparisons in Primary Education. Oxford, UK: Basil Blackwell.
[5]. Ali, A. (2009). The impact of teacher wages on the performance of students: Evidence from PISA. MPRA Paper.
[6]. Ashton, P., & Crocker, L. (1987). Systematic study of planned variation: The essential focus of teacher education reform. Journal of Teacher Education, 2-8.
[7]. Bandura, A. (1997). Self-efficacy: Toward unifying theory of behavioral change. Psychological Review, 84, 191-215.
[8]. Barrett, T., & Moore, S. (2011). New Approaches to Problem-Based Learning: Revitalising your Practice in Higher Education. New York: Routledge.
[9]. Biddle, B. J., & William, J. E. (1964). Contemporary Research on Teacher Effectiveness. New York: Holt, Rinehart and Winston.
[10]. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive domain. New York: David McKay Company.
[11]. Braun, H. J. (2005). Using student progress to evaluate teachers: A primer on value-added models. ETS, Princeton. Retrieved from https://www.ets.org/research/pic
[12]. Caraway, S. D. (1985). Factors Influencing Competency in Mathematics among entering Elementary Education Majors (Unpublished manuscript), University of South Alabama.
[13]. Carpenter, T., & Lubinski, C. (1990). Teachers' attributions and beliefs about girls, boys and mathematics. Educational Studies in Mathematics, 21, 55-69.
[14]. Cedefop. (2010). Skills Supply and Demand in Europe. Medium-Term Forecast up to 2020. Retrieved from www.cedefop.europa.eu/en/files/3052_en.pdf.
[15]. Clark, C. M., & Peterson, P. L. (1986). Teacher's thought processes. In M. C. Wittrock (Ed.). Handbook of Research on Teaching. New York: McMillan Publication Co.
[16]. Commonwealth of Australia (2009). Powering Ideas: st An Innovation Agenda for the 21 Century, Canberra.
[17]. Darling-Hammond, L. (1998). Teachers and teaching: Testing hypotheses from a national commission report. Educational Researcher, 27 (1), 5-15.
[18]. Darling-Hammond, L. (1999a). Education Policy Analysis Archives. Retrieved from https://epaa.asu.edu/ep aa/v8nl/
[19]. Darling-Hammond, L. (1999b). Teacher Quality and Student Achievement: A Review of State Policy Evidence. Research Report R-99-1, Center for the Study of Teaching and Policy, University of Washington.
[20]. Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Continuing the debate. Teachers College Record, 102 (1), 5-27.
[21]. Darling-Hammond, L., Berry, B., & Thorenson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23 (1), 57-77.
[22]. Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53 (4), 286-302.
[23]. Dunkin, M. J., & Biddle, B. J. (1974). The Study of Teaching. New York: Holt, Rinehart and Wisnton, Inc.
[24]. Dwyer, C. A., & Villegas, A. M. (1993). Guiding Conceptions and Assessment Principles for The Praxis Series: Professional Assessments for Beginning Teachers. Princeton, NJ: Educational Testing Service.
[25]. European Commission. (2010). New Skills for New Jobs: Action Now. Report by the Expert Group on New Skills for New Jobs Prepared for the European Commission, Publications Office, Luxembourg.
[26]. European Commission. (2011). Progress towards the Common European Objectives in Education and Training: Indicators and Benchmarks 2010/11. Commission Staff Working Document. Retrieved from https://ec.europa.eu/ education/lifelong-learning-policy/doc/report10/report _en.pdf
[27]. European Council and Commission. (2010). Joint Progress Report of the Council and the Commission on the Implementation of the 'Education & Training 2010 Work Programme'. Council of the European Union, Brussels. Retrieved from https://register.consilium.europa.eu/pdf/e n/10/st05/st05394.en10.pdf.
[28]. European Students' Union (ESU). (2010). Bologna at the Finish Line: An Account of Ten Years of European Higher Education Reform. Retrieved from www.ond.vlaanderen. be/hogeronderwijs/bologna/2010_conference/documen ts/BAFL_online.pdf.
[29]. European University Association (EUA). (2010). Trends 2010: A Decade of Change in European Higher Education. Retrieved from www.eua.be/eua-work-and-policy-area/ building-the-european-higher-education-area/trends-ineuropean- higher-education/trends-vi.aspx
[30]. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74,59-109.
[31]. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
[32]. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1),7–23.
[33]. Garrison, D. R., Anderson, T., & Archer, W. (2010a). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1-2), 5–9.
[34]. Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010b). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13,31–36.
[35]. Gibbons, S., Kimmel, H., & O'Shea, M. (1997). Changing Teacher Behavior through Staff Development: Implementing the Teaching and Content Standards in Science School. Science and Mathematics, 976 (1), 302- 340.
[36]. Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22 (2),129-145.
[37]. Guyton, E., & Farokhi, F. (1987). Relationships among academic performance, basic skills subject matter knowledge and teaching skills of teaching education graduates. Journal of Teacher Education, 38, 37-42.
[38]. Hativa, N., R., Barak, & Simhi, E. (2001). Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. Journal of Higher Education, 72(6), 699-729.
[39]. Jha, A. (2010). Teacher Empowerment and the Institutional Effectiveness in Teacher Education, i-manager's Journal on School Educational Technology, 6(3), 49-56.
[40]. Jha, A. (2011a). Educational Research. Germany: VDM Publications.
[41]. Jha, A. (2011b). Research Methodology. New Delhi: APH Publishing Corporation.
[42]. Jha, A. (2012a). A study of creativity in relation to certain variables. Voice of Research Ahmedabad, 1(2), 25- 29.
[43]. Jha, A. (2012b). Creativity and its Components, Germany: Lap Lambert Germany.
[44]. Jha, A. (2014). Social Research Methods, New Delhi: McGraw Hill Book.
[45]. Jha, A. (2020). Predictors of teaching learning process. American Journal of Educational Research, 8(9), 685-692.
[46]. Marsh, H. W. (1987). Students' evaluations of university teaching: Research findings, methodological issues, and directions for further research. International Journal of Educational Research, 11, 253-388.
[47]. Marsh, H. W. (2007). Students' evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In R.P. Perry and J.C. Smart (eds.). The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, Springer, Dordrecht (pp. 319- 383).
[48]. McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. (2004). Models for value-added modeling of teacher effects. Journal of Educational and Behavioral Statistics, 29(1), 67-101.
[49]. Murray, H. G. (1983). Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology, 75(1), 138.
[50]. Murray, H. G. (1997). Effective teaching behaviors in the college classroom. In R.P. Perry and J.C. Smart (eds.). Effective Teaching in Higher Education: Research and Practice, Agathon Press, New York (pp. 171-204).
[51]. Murray, H. G. (2007a). Low-inference behaviors and college teaching effectiveness: Recent developments and controversies. In R.P. Perry and J.C. Smart (eds.). The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, Springer, Dordrecht (pp. 145-183).
[52]. Murray, H. G. (2007b). Research on low-inference teaching behaviors: An update. In R. P. Perry and J. C. Smart (eds.). The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, Springer, Dordrecht (pp. 184-200).
[53]. O'Sullivan, R. (1991). Literature in the language classroom. The English Teacher, 20(2), 53-60.
[54]. Ramsden, P. (2003). Learning to Teach in Higher Education (2nd ed.). London: Routledge.
[55]. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595
[56]. Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students' engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.
[57]. Relich, J., Way, J., & Martin, A. (1994). Attitudes to teaching mathematics: Further development of a measurement instrument. Mathematics Education Research Journal, 6(1), 56-69.
[58]. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2000). Teachers, Schools and Academic Achievement. Working Paper 6691 (Revised). Massachusetts: National Bureau of Economic Research.
[59]. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
[60]. Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Journal of Economic Review, 94(02), 247-252.
[61]. Sanders, W. L. (2000). Value-added assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14(4), 329-339.
[62]. Sanders, W. L., & Rivers, J. C. (1996). Cumulative and Residual Effects of Teachers on Future Academic Achievement. Knoxville, TN: University of Tennessee, Valuei Added Research and Assessment Center.
[63]. Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.
[64]. Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: An instructional model and its constructivist framework, Educational Technology, 35, 31-38.
[65]. Sullivan, P. (1989). The impact of a pre-service mathematics education on beginning primary teachers. Research in Mathematics Education in Australia, 1-9.
[66]. Wirth, K. R., & Perkins, D. (2013). Learning to learn. Retrieved from www.macalester.edu/academics/geolog y/wirth/learning.doc.
[67]. Zeegers, P. (2004). Student learning in higher education: A path analysis of academic achievement in science. Higher Education Research & Development, 23(1), 35-56.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.