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"QUALITY TEACHING"
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Teaching quality of life in different domains
This is the first volume addressing the importance of teaching quality of life theory and methodology in different domains: social sciences, philosophy, sociology, political science, marketing, education, urbanism, statistics, economics, online learning, public health, sports, and constraint contexts in terms of their relationship with the Capability Approach. The chapters are written by important authors from Europe, North America, Asia, Latin America, Africa and Oceania, and present the syllabus and references of courses, making this volume important and necessary to university professors, students as well as teachers in general.
Book
Fresh evidence on the relationship between years of experience and teaching quality
It is commonly assumed that experienced teachers are more proficient than beginners. However, evidence supporting this premise is complicated by diverging research traditions and mixed results. We explore the fundamental relationship between years of experience and teaching quality using a comprehensive pedagogical model. Our analysis of 990 lessons, taught by 512 primary teachers in New South Wales during 2014–15 and 2019–21, found no significant differences in pedagogy across the experience range (< 1–24 + years). We canvass two possible explanations: that initial teacher education (ITE) performs better than is typically assumed; and/or that experience, including ongoing participation in many forms of professional development (PD), has minimal impact on pedagogical quality. The important lesson from this study, however, is that the continual positioning of beginning teachers and ITE as deficient is unwarranted and, instead, we should focus on providing teachers with access to high-impact PD throughout their careers.
Journal Article
Rejuvenating experienced teachers through Quality Teaching Rounds professional development
The key premise of professional development (PD) is that learning to teach continues throughout teachers’ careers. And yet, experienced teachers are often portrayed in media and public policy as resistant to such learning and afraid of change. This paper seeks a more nuanced understanding of why experienced teachers might resist the prospect of PD by investigating their responses to an innovative research-based collaborative approach known as Quality Teaching Rounds (QTR). We chronicle a story of change, from initial reservations to deep engagement and professional renewal. Analysis of before-and-after interviews with 25 mid-to-late career teachers from 20 primary and secondary schools in New South Wales, Australia, revealed that three features of QTR were critical to teacher turnaround: the time afforded teachers to refocus on quality teaching; time to observe teaching and learning and be observed; and processes founded on trust in and respect for teachers. In essence, QTR inspired teachers to embrace the opportunity to enhance their individual and collective practice, and they were rejuvenated in the process. Accordingly, we argue that the problem of professional development uptake among experienced teachers may lie less in ageist assumptions about their resistance to change than in the nature of the PD on offer. When PD is meaningful, intellectually engaging, safe, and collegial, experienced teachers are eager to participate.
Journal Article
Sustainable development and quality assurance in higher education : transformation of learning and society
\"Higher education has a central role in helping our world address its interlaced social, cultural, economic and environmental challenges. Our universities and colleges can do this by identifying and testing solutions in collaboration with the regions they serve, and by building the leaders of tomorrow. But to do this higher education institutions (HEIs) must transform themselves, and this involves bringing together best practice in quality management and improvement for tertiary education with best practice in education for sustainable development. This book seeks to provide those interested in addressing this double helix of transformation with tested strategies and pathways for undertaking the journey successfully. It pays particular attention to dynamic interplays between organizational, national and international development in higher education policies and practices relevant for quality assurance. It also explores changing understandings of the notion of quality in higher education, relations of quality systems and other HEI strategies and questions of learner competences in the context of HEI strategies. \"-- Provided by publisher.
Book
Teaching quality monitoring and evaluation of physical education teaching in ordinary college based on edge computing optimization model
This paper explores the potential of edge computing and artificial intelligence to improve the quality evaluation of physical education (PE) teaching in ordinary colleges. Unlike other discipline-based teaching, PE lacks fixed classrooms, materials, and tasks, making it difficult to uniformly evaluate teaching quality. To address this issue, an edge computing optimization model is proposed to optimize the PE quality evaluation model. The evaluation of physical education curriculum teaching is a critical component of physical education teaching work, directly affecting various aspects of teaching activities. The proposed teaching evaluation model focuses on the physical fitness compliance rate of students' evaluation and reweights the proportion of final examination scores. In addition, a PE teaching health system is designed to monitor teaching quality in real-time, allowing students to evaluate the entire learning process. The system is optimized using edge computing technology, reducing network transmission costs by 20% and increasing transmission efficiency by 15%. Experimental results demonstrate that the proposed system effectively collects student evaluations and improves the scientific nature of PE teaching goals. The integration of edge computing and artificial intelligence technologies has the potential to enhance the capabilities of the system and improve teaching quality in ordinary colleges.
Journal Article
Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage
Improving educational performance, including narrowing equity gaps, is frequently touted as a matter of improving the quality of teachers in the lowest performing, often disadvantaged, schools. However, the assumption that teaching is
of poorer quality in disadvantaged schools is largely unsubstantiated. Using the Quality Teaching Model of pedagogy, we observed 832 lessons in 193 New South Wales primary schools and found a small relationship between teaching quality
and school-level advantage. However, when 174 teachers from across the school spectrum participated in Quality Teaching Rounds we found equivalent, and substantial, gains in teaching quality across all levels of school advantage. This
result indicates that differences in teaching quality are less a reflection of teacher capabilities than of the challenging circumstances in disadvantaged schools. We argue that policies seeking more equitable achievement should address
wider social inequities, rather than unfairly blaming teachers for being unable to level an unequal playing field. [Author abstract]
Journal Article
Evaluation of Project-based Teaching Quality Based on SBM-DEA
Improving the quality of project-based teaching can have several benefits for students, including the development of hands-on skills, expanded thinking abilities, a better understanding of real life situations, building connection between individuals and society, and internalizing knowledge. Therefore, conducting a scientific evaluation of quality of project-based teaching is crucial. In this study, the focus was on the process of project-based teaching, involving 120 computer science and technology students from four universities in Hainan Province. The researchers utilized the slacks-based measure and data envelopment analysis (SBM-DEA) model to measure learning efficiency of these students. Additionally, the study analyzed the insufficient investment in project-based teaching in the four universities and identified the process factors affecting quality of project-based teaching. The results show that out of the 120 students, only 24 students achieved a learning efficiency of 1, accounting for only 20% of the total. This indicates that although project-based teaching is implemented in the surveyed schools, the comprehensive improvement of students’ learning efficiency has not been achieved. The two main factors contributing to the low quality of were identified as project-based teaching aids (X-2) and project-based teaching experience (X-3). The findings of this study hold important reference value for optimizing the project-based teaching process, identifying key factors of project-based teaching quality, and promoting the adoption of project-based teaching in higher engineering education to accelerate teaching mode reform.
Journal Article
Teaching Quality Monitoring and Evaluation in Higher Education through a Big Data Analysis
In the existing teaching quality monitoring and evaluation, there usually adopts only one method, which is relatively simple, lacking validation and verification in the analysis results. For this reason, this paper aims to conduct research on the teaching quality monitoring and evaluation in higher education based on big data analysis. Firstly, the teaching quality monitoring in higher education was made in five directions: teachers' teaching level, students' academic status, course learning effectiveness, students' competency, and students' employment status. Also, the time series forecasting model (Autoregressive Integrated Moving Average) and the differential equation model (GM(1,1)) model which can effectively predict the change trend of the series, are fused to make the predictive evaluation of the changes in data series of the higher education teaching quality. Next, a combined analysis was performed for both the teaching quality monitoring and evaluation results in higher education and the corresponding data on the frequency of proposing and promoting the improvement measures of teaching quality, and mathematical models were established through curve fitting and parameter estimation to explore the deep correlation between the two. Finally, the related experimental results were given to verify the fusion model. Therefore, the teaching quality monitoring and evaluation system in higher education based on big data analysis can realize the effective regulation of factors affecting teaching quality, and also provide convenience for the academic management of universities, which has certain research significance.
Journal Article