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https://doi.org/10.18502/gespr.v2i1.9308
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Seungah S. Lee
Seungah S. Lee
Stanford University, Stanford, CA
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Leena Zahir
Leena Zahir
Independent Researcher, Doha, Qatar
Published Date
- Jul 1, 2021
Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development & Leadership Program in Qatar
Abstract
This paper aims to examine the relationship between progressive teaching practice and student academic and non-academic outcomes. The teacher development and leadership(TDL) program is a Qatari teacher development program that is a part of a wider global network(called “Global Network”) that aims to expand educational opportunities through teacher development with its roots in the United States. (Names of organizations have been changed for anonymity). The training model of TDL program is based on six themes: (1) orientation to student vision, (2) ongoing reflection to improve practice, (3) setting high expectations for students, (4) ensuring content rigor and mastery in students, (5) fostering positive culture and learning environment, and (6) building positive relationships with students. We used a dataset that includes aggregate student- and teacher-level data from 136 classrooms (with2,087 students) of 41 teachers between 2015 and 2017 to understand the relationship between teacher effectiveness and student outcomes. We found that establishing a positive rapport with students, practicing ongoing reflection, and internalizing learning are associated with higher academic achievement. We also found that incorporation of student vision for teaching practice is correlated with students having more positive attitude toward learning.
References
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[19] Ellis, V., Maguire, M., Trippestad, T. A., Liu, Y., Yang, X., & Zeichner, K. (2015). Teaching other people’s children, elsewhere, for a while: The rhetoric of a travelling educational reform. Journal of Education Policy, 31(1), 60–80.
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[21] Farr, S. (2010). Teaching as Leadership the Highly Effective Teachers Guide to Closing the Achievement Gap. San Francisco, CA: Jossey-Bass.
[22] Ferguson, R. F. (2012). Can student surveys measure teaching quality? Phi Delta Kappan, 94(3), 24–28.
[23] Global Network. (2019). Global network: An overview. Internal document: unpublished.
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[26] Ingersoll, R. M., & Collins, G. J. (2018). The status of teaching as a profession. In J. Ballantine, J. Spade, & J. Stuber (Eds.), Schools and Society: A Sociological Approach to Education (6th ed., pp. 199–213). Pine Forge Press/SAGE Publications. DOI 10.18502/Article-3 Page 66 Gulf Education and Social Policy Review Seungah S. Lee and Leena Zahir
[27] Knight, S. L., Parker, D., Zimmerman, W., & Ikhlief, A. (2014). Relationship between perceived and observed student-centered learning environments in Qatari elementary mathematics and science classrooms. Learning Environments Research, 17(1), 29–47.
[28] Ladson-Billings, G. (Ed.). (1994). Trees of knowledge & culturally relevant teaching. In The Dreamkeepers (pp. 78–126). Jossey Bass.
[29] Ladson-Billings, G. (1995a). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
[30] Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465.
[31] McConney, A., Price, A., & Woods-McConney, A. (2012). Fast Track Teacher Education: A Review of the Research Literature on Teach for All Schemes. Centre for Learning, Change and Development School of Education Murdoch University. Retrieved from https://files.eric.ed.gov/fulltext/ED529919.pdf
[32] Mullis, L. V., Martin, M., & Foy, P. (2012). Trends in International Mathematics and Science Study (TIMSS) 2011 International Results in Mathematics. International Association for the Evaluation of Educational Achievement.
[33] Nasser, R. (2017). Qatar’s educational reform past and future: Challenges in teacher development. Open Review of Educational Research, 4(1), 1–19.
[34] Nasser, R., & Romanowski, M. H. (2011). Teacher perceptions of professional development in the context of national educational reform: The case of Qatar. International Journal of Training and Development, 15(2), 158–168.
[35] OECD. (2014). PISA 2012 results in focus: What 15-year Olds Know and What They Can Do With What They Know. OECD. Retrieved from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf
[36] Papert, S. (2000). What’s the big idea? Toward a pedagogy of idea power. IBM Systems Journal, 39(3.4), 720–729. https://doi.org/10.1147/sj.393.0720
[37] Qatar Ministry of Education. (2015–2016). National Professional Standards for Teachers and Leaders. Retrieved from https://csoscience.files.wordpress.com/2010/10/npst-overview-arabic.doc
[38] Raudenbush, S. W., & Byrk, A. S. (2002). Hierarchical Linear Models: Applications and Data Analysis Methods. SAGE Publications.
[39] Ridge, N. (2014). Education and the Reverse Gender Divide in the Gulf States: Embracing the Global, Ignoring the Local. Teachers College Press.
[40] SESRI. (2013). Qatar Education Study 2012: Students’ Motivation and Parental Participation Report. Doha: Qatar University.
[41] Sherman, S. (2009). Haven’t we seen this before? Sustaining a vision in teacher education for progressive teaching practice. Teacher Education Quarterly, 36(4), 41–60.
[42] Skinner, B. F. (1986). Programmed instruction revisited. Phi Delta Kappan, 68(2), 103–110.
[43] TDL. (2015). Overview of TDL. Internal document: unpublished.
[44] TDL. (2016a). Theory of Change, Impact & Evaluation Strategy. Internal document: unpublished.
[45] TDL. (2016b). Observation Rubric for TDL Classroom. Internal document: unpublished.
[46] Thorndike, E. (Ed.). (1913). Associative learning in man: Varieties in learning. In The Psychology of Learning (pp. 17–31). Columbia University Press.
[47] Wiske, M. S. (1998). What is Teaching for Understanding? In M. S. Wiske (Ed.), Teaching for Understanding (pp. 61–87). Jossey-Bass.
[48] Zellman, G. L., Ryan, G. W., Karam, R., Constant, L., Salem, H., Gonzalez, G., … Al-Obaidli, K. (2009). Implementation of the K-12 Education Reform in Qatar’s Schools. RAND Corporation.
[2] Ackerman, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference? Retrieved from http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
[3] Ahmann, C. (2015). Teach for all: Storytelling “shared solutions” and scaling global reform. Education Policy Analysis Archives, 23(45).
[4] Al-Fadala, A. (2015). K-12 Reform in the Gulf Cooperation Council (GCC) Countries: Challenges and Policy Recommendations. The World Innovation Summit for Education (WISE).
[5] Alkhater, L. R. M. (2016). Qatar’s borrowed K-12 education reform in context. In M. E. Tok, L. R. M. Alkhater, & L. A. Pal (Eds.), Policy-making in a Transformative State: The Case of Qatar (pp. 97–130). Palgrave Macmillan.
[6] Al Thani, M. (2012). The Arab Spring & the Gulf states: Time to embrace change. Profile Books.
[7] Ashcraft, N. (2007). UAE pre-service teachers’ motivations for entering the world of TESOL. In L. Stephenson & P. Davidson (Eds.), Teacher Education and Continuing Professional Development: Insights from the Arabian Gulf (pp. 27–42). Arabia: TESOL.
[8] Lee, S. (2016). What motivates and engages students in the education process: An examination of Qatari students’ mindset and attitudes toward going to school, learning, and future aspirations. Journal of Education and Learning, 5(3), 220-235.
[9] Badry, F., & Wiloughby, J. (2016). Higher Education Revolutions in the Gulf: Globalization and Institutional Viability. Routledge.
[10] Barber, M., Mourshed, M., & Whelan, F. (2007). Improving education in the Gulf McKinsey Quarterly. Retrieved from http://www.mckinseyquarterly.com/Improving_education
[11] Bransford, J. D., Brown, A. L., & Cocking, R. (Eds.) (1999). Effective teaching: Examples in history, mathematics, and science. In How People Learn: Brain, Mind, Experience, and School (pp. 143–177). National Research Council.
[12] Brewer, D. J., Augustine, C. H., Zellman, G. L., Ryan, G., Goldman, C. A., Stasz, C., & Constant, L. (2007). Education for a New Era: Design and Implementation of K–12 Education Reform in Qatar. RAND Corporation.
[13] Cheema, J. R. (2015). The private-public literacy divide amid educational reform in Qatar: What does PISA tell us? International Review of Education, 61(2), 173–189.
[14] Chi, M. T., Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477.
[15] Cumsille, R., & Fiszbein, A. (2015). Crème de la Crème: The teach for all experience and its lessons for policy-making in Latin America. Education Policy Analysis Archives, 23(46), 1–26.
[16] De Boer, K., & Turner, J. M. (2007). Beyond oil: Reappraising the Gulf States. The McKinsey Quarterly. Retrieved from https://yaleglobal.yale.edu/content/beyond-oil-reappraising-gulf-states
[17] Driouchi, A., & Gamar, A. (2016). The gap between educational & social intergenerational mobility in Arab Countries. Munich Personal RePEc Archive. Retrieved from https://mpra.ub.uni-muenchen.de/73998/
[18] Ellili-Cherif, M., Romanowski, M. H., & Nasser, R. (2012). All that glitters is not gold: Challenges of teacher and school leader licensure licensing system in Qatar. International Journal of Educational Development, 32(3), 471–481.
[19] Ellis, V., Maguire, M., Trippestad, T. A., Liu, Y., Yang, X., & Zeichner, K. (2015). Teaching other people’s children, elsewhere, for a while: The rhetoric of a travelling educational reform. Journal of Education Policy, 31(1), 60–80.
[20] Engin, M., & McKeown, K. (2012). Cultural influences on motivational issues in students and their goals for studying at university. Learning and Teaching in Higher Education: Gulf Perspectives, 9(1).
[21] Farr, S. (2010). Teaching as Leadership the Highly Effective Teachers Guide to Closing the Achievement Gap. San Francisco, CA: Jossey-Bass.
[22] Ferguson, R. F. (2012). Can student surveys measure teaching quality? Phi Delta Kappan, 94(3), 24–28.
[23] Global Network. (2019). Global network: An overview. Internal document: unpublished.
[24] Gredler, M. (Ed.). (1997). Early learning theories. In Learning and Instruction (pp. 36–67). Pearson.
[25] Gredler, M. (Ed.). (2009). What is the philosophy referred to as constructivism? In Learning and Instruction: Theory into Practice (6th ed., pp. 19–26). Pearson.
[26] Ingersoll, R. M., & Collins, G. J. (2018). The status of teaching as a profession. In J. Ballantine, J. Spade, & J. Stuber (Eds.), Schools and Society: A Sociological Approach to Education (6th ed., pp. 199–213). Pine Forge Press/SAGE Publications. DOI 10.18502/Article-3 Page 66 Gulf Education and Social Policy Review Seungah S. Lee and Leena Zahir
[27] Knight, S. L., Parker, D., Zimmerman, W., & Ikhlief, A. (2014). Relationship between perceived and observed student-centered learning environments in Qatari elementary mathematics and science classrooms. Learning Environments Research, 17(1), 29–47.
[28] Ladson-Billings, G. (Ed.). (1994). Trees of knowledge & culturally relevant teaching. In The Dreamkeepers (pp. 78–126). Jossey Bass.
[29] Ladson-Billings, G. (1995a). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
[30] Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465.
[31] McConney, A., Price, A., & Woods-McConney, A. (2012). Fast Track Teacher Education: A Review of the Research Literature on Teach for All Schemes. Centre for Learning, Change and Development School of Education Murdoch University. Retrieved from https://files.eric.ed.gov/fulltext/ED529919.pdf
[32] Mullis, L. V., Martin, M., & Foy, P. (2012). Trends in International Mathematics and Science Study (TIMSS) 2011 International Results in Mathematics. International Association for the Evaluation of Educational Achievement.
[33] Nasser, R. (2017). Qatar’s educational reform past and future: Challenges in teacher development. Open Review of Educational Research, 4(1), 1–19.
[34] Nasser, R., & Romanowski, M. H. (2011). Teacher perceptions of professional development in the context of national educational reform: The case of Qatar. International Journal of Training and Development, 15(2), 158–168.
[35] OECD. (2014). PISA 2012 results in focus: What 15-year Olds Know and What They Can Do With What They Know. OECD. Retrieved from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf
[36] Papert, S. (2000). What’s the big idea? Toward a pedagogy of idea power. IBM Systems Journal, 39(3.4), 720–729. https://doi.org/10.1147/sj.393.0720
[37] Qatar Ministry of Education. (2015–2016). National Professional Standards for Teachers and Leaders. Retrieved from https://csoscience.files.wordpress.com/2010/10/npst-overview-arabic.doc
[38] Raudenbush, S. W., & Byrk, A. S. (2002). Hierarchical Linear Models: Applications and Data Analysis Methods. SAGE Publications.
[39] Ridge, N. (2014). Education and the Reverse Gender Divide in the Gulf States: Embracing the Global, Ignoring the Local. Teachers College Press.
[40] SESRI. (2013). Qatar Education Study 2012: Students’ Motivation and Parental Participation Report. Doha: Qatar University.
[41] Sherman, S. (2009). Haven’t we seen this before? Sustaining a vision in teacher education for progressive teaching practice. Teacher Education Quarterly, 36(4), 41–60.
[42] Skinner, B. F. (1986). Programmed instruction revisited. Phi Delta Kappan, 68(2), 103–110.
[43] TDL. (2015). Overview of TDL. Internal document: unpublished.
[44] TDL. (2016a). Theory of Change, Impact & Evaluation Strategy. Internal document: unpublished.
[45] TDL. (2016b). Observation Rubric for TDL Classroom. Internal document: unpublished.
[46] Thorndike, E. (Ed.). (1913). Associative learning in man: Varieties in learning. In The Psychology of Learning (pp. 17–31). Columbia University Press.
[47] Wiske, M. S. (1998). What is Teaching for Understanding? In M. S. Wiske (Ed.), Teaching for Understanding (pp. 61–87). Jossey-Bass.
[48] Zellman, G. L., Ryan, G. W., Karam, R., Constant, L., Salem, H., Gonzalez, G., … Al-Obaidli, K. (2009). Implementation of the K-12 Education Reform in Qatar’s Schools. RAND Corporation.