Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives

Alpaslan Sahin; Tufan Adiguzel

doi:10.12973/eurasia.2014.1219a

Full Text (PDF)

Alpaslan Sahin ¹ ^* , Tufan Adiguzel ²

More Detail

¹ Texas A&M University, USA² Bahcesehir University, TURKEY^* Corresponding Author

Abstract

The purpose of this study is to investigate how international teachers, who were from overseas but taught in the United States, rate effective teacher qualities in three domains; personal, professional, and classroom management skills. The study includes 130 international mathematics, science, and computer teachers who taught in a multi-school charter school system in south-central America. It was found that international teachers perception of effective teachers was similar to findings of other research regardless of nationality as long as teachers enjoys teaching, explain the materials clearly, and grade student work fairly. Univariate ANOVA analysis revealed that international teachers‟ US teaching experience had statistically significant effect on teachers‟ ratings of professional skills. Findings were discussed in light of developing more general effective teacher qualities regardless of subject matter.

Keywords

teacher qualities
international
math education
science education
computer
education

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 6, 635-646

https://doi.org/10.12973/eurasia.2014.1219a

Publication date: 15 Dec 2014

Article Views: 1859

Article Downloads: 1129

Open Access References How to cite this article

References

Anfara, V., Brown, K., & Mangione, T. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28-38.
Arikan, A., Taser, D., & Sarac-Suzer, S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33(150), 42-52.
Ayers, W. (1994) A teacher ain't nothin' but a hero. In P. Bolotin, & G. Burnaford (Ed.), Images of school teachers in twentieth century America. New York: St. Martins Press.
Ayers, W. (1995). To become a teacher: Making a difference in children's lives. New York: Teachers College Press.
Bartholomew, R., Anderson, D., & Moeed, A. (2012). Resilience of science teaching philosophies and practice in early career primary teaching graduates. Eurasia Journal of Mathematics, Science & Technology Education, 8(2), 103-112.
Bettencourt, E., Gillett, M., Gall, M., & Hull, R. (1983). Effects of teacher enthusiasm training on student ontask behavior and achievement. American Educational Research Journal, 20, 435-450.
Bhada, Y. K. (2002, November/December). Top of the class. BizEd, 22-27.
Bousfield, W. A. (1940). Students' ratings of qualities considered desirable in college professors. School and Society, 51, 253-256.
Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29, 125-138.
Chabalengula, V.M., Mumba, F., & Mbewe, S. (2012). How pre-service teachers‟ understand and perform science process skills. Eurasia Journal of Mathematics, Science & Technology Education, 8(3), 167-176.
Clark, D. (1993, June). Teacher evaluation: A review of the literature with implications for educators. Unpublished Seminar Paper, California State University at Long Beach.
Costin, F., Greenough, W. T., & Menges, R. J. (1971). Student ratings of college teaching: Reliability, validity, and usefulness. Review of Educational Research, 41, 511-535.
Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57(3), 220-231.
Gordon, R., Kane, T. J., & Staiger, D. O. (2006, April). Identifying effective teachers using performance on the job. (The Hamilton Project, Discussion Paper 2006-01). Washington, DC: The Brookings Institution. Retrieved from http://www3.brookings.edu/views/papers/ 200604hamilton_1.pdf
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). City, NJ: Prentice-Hall International.
Harmony Public Schools (2013). Digital media kit. Retrieved from http://www.harmonytx.org/NewsRoom/Digital MediaKit.aspx.
Hoon, L. S., & Tomiko, K. (2008). Intercultural communication in the Japanese language classroom in Singapore: A comparison of students‟ and teachers‟ perceptions. Journal of Intercultural Communication, 16. [Online]: Retrieved from http://www.immi.se/jicc/index.php/jicc/article/view/ 70/42
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7) 14-26.
Kalebic, S. C. (2005). Towards the development of standards in foreign language teacher preparation. Paper presented at 30th ATEEA (Association for Teacher Education in Europe) Annual Conference Amsterdam, Netherlands. Retrieved from http://www.atee2005.nl/download/ papers/05_ab.pdf
Kramer, M. W., & Pier, P. W. (1997, November). A holistic examination of students' perceptions of effective and ineffective communication by college teachers. Paper presented at the annual meeting of the National Communication Association, Chicago.
Malikow, M. (2005-2006). Effective teacher study. National Forum of Teacher Education Journal-Electronic, 16(3E), 1-9.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
McBer, H. (2000). Research into teacher effectiveness: A model of teacher effectiveness. Norwich, UK: Crown Copyright Unit.
McCall, M. J. (2008). Qualities of effective secondary science teachers: Perspectives of university biology students (Doctoral dissertation). Retrieved from https://beardocs. baylor.edu/xmlui/bitstream/handle/2104/5244/madel on_mccall_edd.pdf?sequence=1
McCaffrey, D. F., Lockwood, J. R., Koretz, D. M., & Hamilton, L. S. (2003). Evaluating value-added models for teacher accountability. Santa Monica, CA: The Rand Corporation.
McColskey, W., Stronge, J. H., Ward, T. J., Tucker, P. D., Howard, B., Lewis, K., et al. (2005). Teacher effectiveness, student achievement, & national board certified teachers: A comparison of national board certified teachers and non-national board certified teachers: Is there a difference in teacher effectiveness and student achievement? Arlington, VA: NBPTS. Retrieved from http://www.nbpts.org/UserFiles/File/ Teacher_Effectiveness_Student_Achievement_and_Nat ional_Board_Certified_Teachers_D_-_McColskey.pdf
Mowrer-Reynolds, E. (2008). Pre-service educator‟s perceptions of exemplary teachers. College Student Journal, 42(1), 214-224.
Nikola-Lisa, W., & Burnaford, G. E. (1994). A mosaic: Contemporary schoolchildren's images of teachers. In P. Bolotin, & G. Burnaford, (Ed.), Images of school teachers in twentieth century America. New York: St. Martins Press.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002). Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/107- 110.pdf
Noddings, N. (2003). Is teaching a practice? Journal of Philosophy of Education, 37(2), 241-251.
Park, G. P., & Lee, H. W. (2006). The characteristics of effective English teachers as perceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236-248.
Pettis, J. (1997). Developing our professional competence: Some reflections. TESL Canada Journal, 16(2), 67-71.
Rinaldo, V. J., Denig, S. J., Sheeran, T. J., Cramer-Benjamin, R., Vermette, P. J., Foote, C. J., & Smith, R. M. (2009). Developing the intangible qualities of good teaching: A self study. Education, 130(1), 42-52.
Rogers, C. (1969). Freedom to learn. Columbus, OH: Merrill Publishing Company.
Sahin, A. (2008). The effects of teachers‟ types, quantity, and quality of questioning in improving students‟ understanding. In G. Kulm, (Ed.) Teacher knowledge and practice in middle grades mathematics (pp. 19-27). Rotterdam, the Netherlands: Sense.
Sahin, A., & Kulm, G. (2008). Sixth grade mathematics teachers‟ intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Education, 11(3), 221-242.
Shishavan, H. B. & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teacher, 2(4), 130-143.
Stigler, J. W, & Hiebert, J. (1999). The teaching gap. New York: Free Press.
Stronge, J.H. (2007). Qualities of effective teachers (2nd ed.). Alexandria, VA: ASCD.
Strong, R., Silver, H. F., & Robinson, A. (1995). What do students want (and what really motivates them)? Educational Leadership, 53(1), 8-12.
Thompson, S., Greer, J. G., & Greer, B. B. (2004). Highly qualified for successful teaching: Characteristics every teacher should possess. Essays in Education, Online Journal, University of South Carolina. Retrieved from http://www.usca.edu/essays/vol102004/thompson.pdf
U.S. Department of Education. (2007). No child left behind: Teacher-to-teacher initiative. Washington, DC: Author. Retrieved from http://www.ed.gov/teachers/how/tools/initiative/fact sheet.pdf
Weiss, I.R. (1997). Comparing teacher views and classroom practice to national standards. National Institute for Science Education Brief, 1(3), 1-11.
Walls, R. T., Nardi, A. H., von Minden, A. M., & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29, 39- 48.
Walker, R. (2008). Twelve characteristics of an effective teacher: A longitudinal, qualitative, quasi-research study of in-service and pre-service teachers‟ opinions. Educational Horizons, 87(1), 61-68.

How to cite this article

APA

Sahin, A., & Adiguzel, T. (2014). Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 10(6), 635-646. https://doi.org/10.12973/eurasia.2014.1219a

Vancouver

Sahin A, Adiguzel T. Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives. EURASIA J Math Sci Tech Ed. 2014;10(6):635-46. https://doi.org/10.12973/eurasia.2014.1219a

AMA

Sahin A, Adiguzel T. Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives. EURASIA J Math Sci Tech Ed. 2014;10(6), 635-646. https://doi.org/10.12973/eurasia.2014.1219a

Chicago

Sahin, Alpaslan, and Tufan Adiguzel. "Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 6 (2014): 635-646. https://doi.org/10.12973/eurasia.2014.1219a

Harvard

Sahin, A., and Adiguzel, T. (2014). Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 10(6), pp. 635-646. https://doi.org/10.12973/eurasia.2014.1219a

MLA

Sahin, Alpaslan et al. "Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 6, 2014, pp. 635-646. https://doi.org/10.12973/eurasia.2014.1219a