Most Effective Practices in Lesson Planning
In a previous study with 130 undergraduate teacher candidates from all licensure levels, data on candidate effectiveness were examined using factor analysis. Four factors were found in effective teaching, those being lesson planning, teacher and student reflection, safe school environment, and teach...
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| creator | Womack, Sid T Pepper, Stephanie Hanna, Shellie L Bell, Columbus David |
| description | In a previous study with 130 undergraduate teacher candidates from all licensure levels, data on candidate effectiveness were examined using factor analysis. Four factors were found in effective teaching, those being lesson planning, teacher and student reflection, safe school environment, and teacher professionalism. The present study followed the 2012 one and was done to (1) determine whether the lesson planning factor was unitary or could be divided into any further factors, and (2) to identify subcomponents of lesson planning in terms of impact upon teaching effectiveness. |
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Four factors were found in effective teaching, those being lesson planning, teacher and student reflection, safe school environment, and teacher professionalism. The present study followed the 2012 one and was done to (1) determine whether the lesson planning factor was unitary or could be divided into any further factors, and (2) to identify subcomponents of lesson planning in terms of impact upon teaching effectiveness.</description><language>eng</language><subject>Arkansas ; Behavioral Objectives ; Best Practices ; Course Organization ; Curriculum Design ; Curriculum Development ; Educational Environment ; Factor Analysis ; Factor Structure ; Global Approach ; Instructional Effectiveness ; Knowledge Base for Teaching ; Lesson Plans ; Observation ; Parent Teacher Cooperation ; Performance Based Assessment ; Preservice Teacher Education ; Professional Identity ; Student Improvement ; Student Teachers ; Teacher Education Programs ; Teacher Responsibility ; Teaching Skills ; Time Management</subject><creationdate>2015</creationdate><tpages>13</tpages><format>13</format><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,690,780,885,4489</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED553616$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED553616$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Womack, Sid T</creatorcontrib><creatorcontrib>Pepper, Stephanie</creatorcontrib><creatorcontrib>Hanna, Shellie L</creatorcontrib><creatorcontrib>Bell, Columbus David</creatorcontrib><title>Most Effective Practices in Lesson Planning</title><description>In a previous study with 130 undergraduate teacher candidates from all licensure levels, data on candidate effectiveness were examined using factor analysis. Four factors were found in effective teaching, those being lesson planning, teacher and student reflection, safe school environment, and teacher professionalism. The present study followed the 2012 one and was done to (1) determine whether the lesson planning factor was unitary or could be divided into any further factors, and (2) to identify subcomponents of lesson planning in terms of impact upon teaching effectiveness.</description><subject>Arkansas</subject><subject>Behavioral Objectives</subject><subject>Best Practices</subject><subject>Course Organization</subject><subject>Curriculum Design</subject><subject>Curriculum Development</subject><subject>Educational Environment</subject><subject>Factor Analysis</subject><subject>Factor Structure</subject><subject>Global Approach</subject><subject>Instructional Effectiveness</subject><subject>Knowledge Base for Teaching</subject><subject>Lesson Plans</subject><subject>Observation</subject><subject>Parent Teacher Cooperation</subject><subject>Performance Based Assessment</subject><subject>Preservice Teacher Education</subject><subject>Professional Identity</subject><subject>Student Improvement</subject><subject>Student Teachers</subject><subject>Teacher Education Programs</subject><subject>Teacher Responsibility</subject><subject>Teaching Skills</subject><subject>Time Management</subject><fulltext>true</fulltext><rsrctype>report</rsrctype><creationdate>2015</creationdate><recordtype>report</recordtype><sourceid>GA5</sourceid><recordid>eNrjZND2zS8uUXBNS0tNLsksS1UIKEoEMpJTixUy8xR8UouL8_MUAnIS8_Iy89J5GFjTEnOKU3mhNDeDjJtriLOHbmpRZnJ8QVFmbmJRZbyri6mpsZmhmTEBaQCrECaU</recordid><startdate>20150203</startdate><enddate>20150203</enddate><creator>Womack, Sid T</creator><creator>Pepper, Stephanie</creator><creator>Hanna, Shellie L</creator><creator>Bell, Columbus David</creator><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>20150203</creationdate><title>Most Effective Practices in Lesson Planning</title><author>Womack, Sid T ; Pepper, Stephanie ; Hanna, Shellie L ; Bell, Columbus David</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_ED5536163</frbrgroupid><rsrctype>reports</rsrctype><prefilter>reports</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Arkansas</topic><topic>Behavioral Objectives</topic><topic>Best Practices</topic><topic>Course Organization</topic><topic>Curriculum Design</topic><topic>Curriculum Development</topic><topic>Educational Environment</topic><topic>Factor Analysis</topic><topic>Factor Structure</topic><topic>Global Approach</topic><topic>Instructional Effectiveness</topic><topic>Knowledge Base for Teaching</topic><topic>Lesson Plans</topic><topic>Observation</topic><topic>Parent Teacher Cooperation</topic><topic>Performance Based Assessment</topic><topic>Preservice Teacher Education</topic><topic>Professional Identity</topic><topic>Student Improvement</topic><topic>Student Teachers</topic><topic>Teacher Education Programs</topic><topic>Teacher Responsibility</topic><topic>Teaching Skills</topic><topic>Time Management</topic><toplevel>online_resources</toplevel><creatorcontrib>Womack, Sid T</creatorcontrib><creatorcontrib>Pepper, Stephanie</creatorcontrib><creatorcontrib>Hanna, Shellie L</creatorcontrib><creatorcontrib>Bell, Columbus David</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Womack, Sid T</au><au>Pepper, Stephanie</au><au>Hanna, Shellie L</au><au>Bell, Columbus David</au><format>book</format><genre>unknown</genre><ristype>RPRT</ristype><ericid>ED553616</ericid><btitle>Most Effective Practices in Lesson Planning</btitle><date>2015-02-03</date><risdate>2015</risdate><abstract>In a previous study with 130 undergraduate teacher candidates from all licensure levels, data on candidate effectiveness were examined using factor analysis. 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| subjects | Arkansas Behavioral Objectives Best Practices Course Organization Curriculum Design Curriculum Development Educational Environment Factor Analysis Factor Structure Global Approach Instructional Effectiveness Knowledge Base for Teaching Lesson Plans Observation Parent Teacher Cooperation Performance Based Assessment Preservice Teacher Education Professional Identity Student Improvement Student Teachers Teacher Education Programs Teacher Responsibility Teaching Skills Time Management |
| title | Most Effective Practices in Lesson Planning |
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