teacher characteristics: research on effective teaching knr 364

Teacher Characteristics:Teacher Characteristics:Research on Effective Research on Effective

TeachingTeachingKNR 364KNR 364

Effective Teaching PracticesEffective Teaching Practices

Schempp, P., Manross, D., Tan, S. & M. Schempp, P., Manross, D., Tan, S. & M. Fincher (1998). Subject Expertise and Fincher (1998). Subject Expertise and Teachers’ Knowledge. Teachers’ Knowledge. Journal of Journal of Teaching Teaching in Physical Education, 17,in Physical Education, 17, 342-356. 342-356.

O’Sullivan, M. & Dyson, B. (1994). Rules, O’Sullivan, M. & Dyson, B. (1994). Rules, Routines, and Expectations of 11 High Routines, and Expectations of 11 High School Physical Education Teachers. School Physical Education Teachers. Journal Journal of Teaching in Physical Education, 13,of Teaching in Physical Education, 13, 361- 361-374.374.

Class DiscussionClass Discussion

Why Study this Area?

Purpose? Research Question(s)?

Methods Used?

Findings/Results?

One Take-Away Idea

Schempp, et al. 1998Schempp, et al. 1998

Purpose?Purpose? How does subject matter expertise influence How does subject matter expertise influence

PCK? PCK?

Schempp, et al. 1998Schempp, et al. 1998 MethodologyMethodology

Who: Who:

4 interviews 4 interviews

Schempp, et al. 1998 - FindingsSchempp, et al. 1998 - Findings Grade Level: Grade Level:

Subject matter expertise: Subject matter expertise:

Subject matter knowledge: Subject matter knowledge:

Schempp, et al., 1998 - FindingsSchempp, et al., 1998 - Findings Students’ Understanding:Students’ Understanding:

Schempp, et al., 1998 - FindingsSchempp, et al., 1998 - Findings

Curricular Materials and LevelsCurricular Materials and Levels

Schempp, et al., 1998 - FindingsSchempp, et al., 1998 - Findings

Instructional Strategies:Instructional Strategies:

Schempp, et al., 1998Schempp, et al., 1998 DiscussionDiscussion

Differences in how two groups address class Differences in how two groups address class issues: issues:

Merits of increasing a teacher’s subject matter Merits of increasing a teacher’s subject matter knowledge?knowledge?

O’Sullivan & Dyson, 1994O’Sullivan & Dyson, 1994Class DiscussionClass Discussion

Why Study this Area?

Purpose? Research Question(s)?

Methods Used?

Findings/Results?

One Take-Away Idea

O’Sullivan and Dyson, 1994O’Sullivan and Dyson, 1994

Purpose?Purpose?

O’Sullivan and Dyson, 1994O’Sullivan and Dyson, 1994

Methodology: Methodology: Who: Who: What:What:

O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings

Rules, Routines and Expectations - Dress:Rules, Routines and Expectations - Dress:

O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings

Rules, Routines and Expectations – Rules, Routines and Expectations – Cont’d.Cont’d.

O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings

Nature and Frequency of Disciplinary Nature and Frequency of Disciplinary Actions:Actions:

O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings

Teachers’ Perceptions of Discipline:Teachers’ Perceptions of Discipline:

Dealing with Misbehavior:Dealing with Misbehavior:

O’Sullivan and Dyson, 1994 - O’Sullivan and Dyson, 1994 - FindingsFindings

Discipline and Running a Class:Discipline and Running a Class:

O’Sullivan and Dyson, 1994O’Sullivan and Dyson, 1994

Discussion:Discussion: Focus of class managerial or instructional?Focus of class managerial or instructional?

Lack of student responsibilitiesLack of student responsibilities

What IS effective teaching?What IS effective teaching? Does it mean the students are orderly and listen? That they learn something measurable? Is student learning the best way to define effective

teaching? Can you have effective teaching without student

learning? What do effective teachers DO? What are your takeaway ideas from each article?