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61.020 - Lessons Learned From the Teaching and Learning International Survey (TALIS 2013)
Sun, April 19, 10:35am to 12:05pm, Hyatt, Floor: West Tower - Gold Level, Hong KongSession Type: Symposium
Abstract
Understanding that recruiting, retaining and developing teachers is a priority worldwide, and recognising teachers’crucial influence on student learning, the Teaching and Learning International Survey (TALIS) surveyed over 100,000 lower secondary teachers and their principals in 34 countries, asking about their working conditions and the learning environment in schools. TALIS aims to provide comparable information to help review and define policies for developing a high-quality teaching profession. This session will examine themes covered by TALIS, in particular, it will describe the profiles of teachers and their schools, school leadership and its impact and teaching, teachers’ pedagogical and professional practices, factors relating to teachers’ feelings of job satisfaction and self-efficacy and will examine the results for the United States more specifically.
Sub Unit
Chair
Papers
An International Perspective on Teaching: Results From the Teaching and Learning International Survey 2013 - Julie Belanger, Organisation for Economic Co-operation and Development
School Principal's Leadership - Charles S. Ungerleider, Directions Evidence and Policy Research Group; Zohreh Yaghoub Zadeh, Directions Evidence and Policy Research Group, LLP
Relationships Between Teaching Practices, Classroom Climate, and Teacher Beliefs: International Perspectives - Olusola Olalekan Adesope, Washington State University; Bruce W Austin, Washington State University - Pullman; Brian F. French, Washington State University; Chad M. Gotch, Washington State University
Teacher Self-Efficacy and Job Satisfaction and Their Correlates - Heather E. Price, University of Notre Dame
The United States of Teaching: Key Findings on the Teacher Workforce From the Teaching and Learning International Survey 2013 - Gregory A. Strizek, Strategic Analytics, Inc.; Ebru Erberber, American Institutes for Research