Perceived instructor effectiveness in Canadian prison adult basic education
Notice bibliographique
Résumé
In the latter part of the 1980's, contracting by the Correctional Service of Canada with private and public institutions accelerated. This contracting included provision of educational programs. Therefore, as a result of a new emphasis upon Canadian literacy education during the same period, there arose a need to select numbers of contract personnel who would be effective in prison adult basic education teaching. Subsequently, eighteen teachers in the Ontario and Pacific Regions of the Correctional Service of Canada were subjects of a study that sought information about effectiveness criteria to assist in the selection of teachers for prison adult basic education teaching. The Evaluation of Teacher Behaviors rating instrument established an upper quartile that identified five prison adult basic education teachers perceived as most effective, and a lower quartile of five prison adult basic education teachers perceived as least effective. Teachers completed the Demographic Data Questionnaire, providing information about academic education, teaching experience, additional training and education, and certification. They then participated in a structured, oral interview, the Correctional Teacher Interview Survey, responding to questions about their teaching strategies and their personal beliefs regarding the effects of prison education. Three experienced correctional educators rated these responses according to criteria that suggested possession of qualities such as sense of mission, structure, and empathy. Three teachers from the high group also responded to the Supplementary Questionnaire, which asked for their perceptions of their own schooling, relevant life experiences, and attitudes to their students as individuals. Analysis of the results of the Evaluation of Teacher Behaviors indicated statistically significant differentiation between the two groups on each of eleven criteria, with greatest differentiation for the criteria original, overall effective, adaptable, and stimulating. Analysis of responses to the Demographic Data Questionnaire showed that in the high group there was a greater percentage of teachers who had recently been involved in supplementary training and continuing education experiences. The low group of teachers possessed more years of experience in public/parochial school teaching than did teachers in the high group. The three correctional educators who rated the subject teachers' responses to the Correctional Teachers Interview Survey found that the teachers in the high group scored better on the characteristics clarity, desire to help students grow, structure, and empathy than did teachers in the low group. Analysis revealed that both the students who rated the eighteen teachers on the Evaluation of Teacher Behaviors instrument and the three correctional educators who rated the responses of the same teachers to the Correctional Teacher Interview Survey had, according to these ratings, similarly placed eight of the ten subject teachers in their respective high and low groups. The Supplementary Questionnaire revealed that three teachers from the high group possessed similar experiences in their personal and professional backgrounds and currently employed similar teaching strategies. Findings from this study have suggested that teachers who are perceived effective may possess behavioral characteristics, life and work experiences, and similar teaching strategies that distinguish them from those who are perceived to be low in effectiveness. Appropriate application and interview techniques could be designed to elicit information about these distinguishing elements.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».