The Teaching Quality Standard and learner engagement: High school students’ perceptions
Evans, Karie Jean
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education
What indicators of quality teaching, as defined by the Teaching Quality Standard (TQS) (Alberta Education, 2018c), are perceived by Alberta high school students to be of importance to their intellectual engagement? Do students of varying grades place different value on indicators of quality teaching? Indicators from the TQS were scored in a quantitative survey, using a Likert-type scale, as to their importance to students’ intellectual engagement. Participants rated their teachers’ demonstration of respect highest of the 51 indicators as a whole cohort as well as when disaggregated by grade levels. They scored teacher engagement in career-long learning highest of the competencies, and items related to teachers’ growth mindset and belonging mindset (Rattan, Savani, Chugh, & Dweck, 2015; Yeager et. al, 2019) were of greatest importance to participants, including: the provision of feedback, equality, response to student strengths and areas for growth, and the provision of a safe and welcoming classroom.
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education , Education, Secondary -- Alberta , Effective teaching -- Alberta , Teacher effectiveness -- Alberta , Teaching -- Standards -- Alberta , Dissertations, Academic