High-stakes concerns and value-added models: Guiding EFL instructors to be transformative intellectuals rather than passive technicians

Publish Year: 1395
نوع سند: مقاله کنفرانسی
زبان: English
View: 484

This Paper With 9 Page And PDF Format Ready To Download

  • Certificate
  • من نویسنده این مقاله هستم

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این Paper:

شناسه ملی سند علمی:

ADCONF01_039

تاریخ نمایه سازی: 10 تیر 1396

Abstract:

In the current article, we tried to add to the growing literature on the accountability of EFL instructors in Iranian academic settings. Our first goal in broaching the discussions was to increase awareness among our educational policy makers about some serious failures of what we call evaluation that is not able to provide some fair answers to our high stakes questions. We, thus, paid attention to transformative characteristics of instructors that promote students’ gains and achievements in their fields of study, namely English language teaching. We then proposed value-added models as more appropriate evaluators of instructors’ accountability. We explained that these models allow for various important variables that determine learners’ progress across their study years and mark out the extents of instructors’ accountability and influence in any gain and positive change.

Authors

Vida Dehnad

Lecturer, English department, University of Neyshabur

Roghayeh Farsi

Assistant Professor, English department, University of Neyshabur,

مراجع و منابع این Paper:

لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :
  • Akbari, Z. (2015). Current Challenges in Teach ing/Learning English for ...
  • Cherry, K. (2016). Trans formational Leadership: Inspire and Motivate. Retrieved ...
  • David, J. L. (2010). Educational Leadership: The Key to Changing ...
  • Dillon, S. (2010). Formula to Grade Teachers' Skill, Gains, Acceptance, ...
  • Farrokhi-Khaj eh-Pasha, Y., Nedjat, S., Mohammadi, A, Rad, E. M., ...
  • Fatemipour, H., & Ho _ seingholikhani, F. (2014). The Impact ...
  • Ghamrawi, N. (2011). Trust Me. Your School Can Do Better-A ...
  • Harrison, C., & Killion, J. (2007). Educational Leadership: Teachers as ...
  • Hidden curriculum (2014). In S. Abbott (Ed.), The glossary of ...
  • Jew, D. (2012). Iran's Konkoor: the SAT on steroids [Saratoga ...
  • Johnson, A. (2015). Three views of teaching: Transmission, transaction and ...
  • Kiany, G.R., Mirhosseini, S.A. & Navidinia, H. (2010).Foreign language education ...
  • Littel, O., Goe, L., & Bell, C. (2009). A practical ...
  • McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. ...
  • Mezirow J. (2000) Learming as transformatio. critical perspectives On a ...
  • Murphy, D. (2012). Where is the value in value-added modeling? ...
  • Palmer, D., & Snodgrass Rangel, V. (2010). High Stakes Accountability ...
  • Regan, M. (2012). Six Steps to Master Teaching: Becoming a ...
  • Slyke, B. V. (2009). The Passive Teacher vs. The Undogmatic ...
  • Schon, D.A. (1983). The reflective practitioner: How professionals thinking action. ...
  • Stark, P. (2013). Do student evaluations measure teaching effectiveness? _ ...
  • Newton, X. A., Darl ing-Hammond, L., Haertel, E., & Thomas, ...
  • Yazdani, H., Amerian, M., & Hadadi, A. (2015). The relationship ...
  • Zand, M., & Ilanlou, M. (2011). Qualitative evaluation in the ...
  • نمایش کامل مراجع