Keywords
Maldives
, professional development
quality of teaching
teacher effectiveness
How to Cite
Abstract
The conceptual framework of the Dynamic Model of Educational Effectiveness (DMEE) was used to detect effective characteristics of teaching in the Maldives. The sample consisted of grade four students (N =350) and class teachers (N =31) from eight
primary schools in the urban capital city of Male’, Maldives. The study is a quantitative research and adopts an experimental design where the second low-inference observation instrument and the student questionnaire of the DMEE was used in the collection of classroom data through multi-stage sampling techniques. Descriptive statistics are then used to describe the basic features of the data in study. Results revealed that there are many dimensions from the DMEE valued at 0. This is an indication that teaching factors such as structuring, application, modelling or questioning did not occur at all in some Maldivian classrooms. However, on an average, across the teacher sample, enough time was detected (3 minutes) for structuring activities, 12 minutes for application activities. Though it is to be noted there are great variations in this find. The most important find from the study is that the minimum value recorded for all the teaching factors in the differentiation dimension is zero indicating there is no differentiated teaching detected
in Maldivian classrooms as well. Implications are then drawn for teachers’ professional development in the Maldives.
References
Archer, A. L., & Hughes, C. A. (2011). Effective and efficient teaching. New York: Guilford Press.
Asian Development Bank. (2015). Maldives overcoming the challenges of a small island state country diagnostic study. [Manila, Philippines]: The Bank. https://www.adb.org/sites/default/files/publication/172704/maldives-overcoming-challengessmall-island-state.pdf.
Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In Wittrock, M. C. (Ed.), Handbook of research on teaching (pp. 328-375). New York: Macmillan.
Coleman, J.S., Campbell, E.Q., Hobson, C.F., McPartland, J., Mood, A.M., Weinfeld, F.D., & York, R.L. (1966). Equality of Educational Opportunity. Washington, DC: US Government Printing Office.
Collins, A., Warnock, E. H., Aiello, N., & Miller, M. L. (1975). Reasoning from incomplete knowledge. In Representation and understanding (pp. 383-415). Morgan Kaufmann.
Cotton, K. (2003). Classroom questioning: school improvement research series. Portland, OR: Northwest Regional Educational Laboratory
Creemers, B. P. M. (1994). The effective classroom. London: Cassell.Creemers, B.P.M. & Kyriakides, L. (2008). The Dynamics of Educational Effectiveness. A contribution to Policy, Practice and Theory n contemporary schools. London: Routledge.
Creemers, B.P.M., & Kyriakides, L. (2006). Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement, 17(3), 347-366. https://doi.org/10.1080/09243450600697242
Creemers, B.P.M., Kyriakides, L., & Sammons, P. (2010). Methodological advances in educational effectiveness research. London and New York: Routledge.
Demetriou, D., & Kyriakides, L. (2012). The impact of school self-evaluation upon student achievement: a group randomization study. Oxford Review of Education,
(2), 149- 170.
Di Biase R., Maniku A.A. (2020) Transforming Education in the Maldives. In: Sarangapani P., Pappu R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_14-1
Doyle, W. (1975). Paradigms in teacher effectiveness research. Review of Research in Education 5(1), 163-198.
Driscoll, A., Peterson, K., Crow, H., & Larson, B. (1985). Student reports for primary teacher evaluation. Educational Research Quarterly, 9(3), 43-50.
Dunbar, C. (2004). Best practices in classroom management. Michigan: College of Education, State University. Retrieved from https://www.msu.edu
Ellis, E. S., & Worthington, L. A. (1994). Research synthesis on effective teaching practices and the design of quality tools for educators. Eugene: University of Oregon, National Center to Improve the Tools of Educators (Technical Report No 5).
Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education review, 30(3), 466-479.
Musthafa, H. S (2021). A longitudinal study on the impact of instructional quality on student learning in primary schools of Maldives (Doctoral dissertation, University of Cyprus).
Isoré, M. (2009), “Teacher Evaluation: Current Practices in OECD Countries and a Literature Review”, OECD Education Working Paper No.23, OECD, Paris. Available from www.oecd.org/edu/workingpapers
Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for teaching: Promoting student learning in K–12 Classrooms (8th ed.). Boston: Pearson.
Jones, V. F., & Jones, L. S. (2012). Comprehensive classroom management: Creating communities of support and solving problems (10th ed.). Upper Saddle River, NJ: Pearson.
Ministry of Education, Ministry of Higher Education. (2019). Maldives Education Sector Plan 2019-2023. MOE, MOHE : Male’ Maldives.
Kamerman, S.B. (2001). Early childhood education and care: An overview of developments in the OECD countries. International Journal of Educational Research. 33(1),7-29.
Kauchak, D., & Eggen, P. (2012). Learning and teaching research-based Methods (6th ed.). Boston: Pearson.
Kyriakides, L., Campbell, R. J., & Christofidou, E. (2002). Generating criteria for measuring teacher effectiveness through a self-evaluation approach: A complementary way of measuring teacher effectiveness. School Effectiveness and School Improvement, 13(3), 291-325. https://doi.org/10.1076/sesi.13.3.291.3426
Kyriakides, L., & Creemers, B.P.M. (2012). School policy on teaching and school learning environment: direct and indirect effects upon student outcome measures. Educational Research and Evaluation: An International Journal on Theory and Practice,18(5), 403-424.
Kyriakides, L. (2005). Extending the Comprehensive Model of Educational Effectiveness by an empirical investigation. School Effectiveness and School Improvement, 16, 103–152. doi:10.1080=09243450500113936.
Kyriakides, L. (2008). Testing the validity of the Comprehensive Model of Educational Effectiveness: A step towards the development of a Dynamic Model of effectiveness. School Effectiveness and School Improvement, 19(4), 429-446. https://doi.org/10.1080/09243450802535208
Muijs, D., & Reynolds, D. (2000). School effectiveness and teacher effectiveness in mathematics: Some preliminary findings from the evaluation of the Mathematics Enhancement Programme (Primary) School. Effectiveness and School Improvement, 11(3), 323-337
Muijs, D., Kyriakides, L., Van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art–teacher effectiveness and professional learning. School effectiveness and school improvement, 25(2), 231-256.
Muijs, D., & Reynolds, D. (2001, April). Being or doing: The role of teacher behaviors and beliefs in school and teacher effectiveness in mathematics, a SEM analysis. In annual meeting of the American Educational Research Association, Seattle, WA (pp. 10-14).
Nazeer, A. (2017). Education Policy in the Maldives: No Child Left Behind: Changing Lives & Working for Results. Retrieved from https://www.thecommonwealtheducationhub.net/wpcontent/uploads/2016/02/No-ChildLeft-Behind-AbdullaNazeer-20160927.pdf
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational evaluation and policy analysis, 26(3), 237-257.
Kane, T. J., McCaffrey, D. F., Miller, T., & Staiger, D. O. (2013). Have we identified effective teachers? Validating measures of effective teaching using random assignment. In Research Paper. MET Project. Bill & Melinda Gates Foundation.
Pas, E. T., Cash, A. H., O’Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of School
Psychology, 53(2), 137-148.
Peterson, K. D., & Stevens, D. (1988). Student reports for school teacher evaluation. Journal of Personnel Evaluation in Education, 2(1), 19-31.
Riyaz, A. (2017). An investigation into the ‘I can Google it’information seeking behaviour of the academic communities in the Maldives and Australia (Doctoral dissertation, Curtin University).
Rosenshine, B. (1995). Advances in research on instruction. The Journal of educational research, 88(5), 262-268.
Rosenshine, B. (2012). Principles of Instruction: Research based principles that all teachers should know. American Educator, 36(1), 12-19.
Sanders, W. L. & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement (Research Progress Report). Knoxville, TN: University of Tennessee Value- Added Research and Assessment Center.
Scheerens, J., & Bosker, R.J. (1997). The foundations of educational effectiveness. Oxford: Pergamon
Scriven, M. (1994). Using student ratings in teacher evaluation. Evaluation Perspectives, 4(1), 3-6.
Snijders, T. (2011). Multi-level analysis. In M. Lovric (ed). International Encyclopedia of Statistical Science. Berlin Heidelberg: Springer.
Sprinthall, N., Reiman, A., & Thies-Sprinthall, L. (1996). Teacher professional development. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education. New York: Macmillan.
Stringfield, S.C. and Slavin, R.E. (1992). A hierarchical longitudinal model for elementary school effects, in Creemers, B.P.M. and Reezigt, G.J. (Eds), Evaluation of Effectiveness. Groningen: ICO.
Stronge, J. H., Ward, T.J. & Grant, L.W. (2011). What makes good teachers good? A Cross- case analysis of the connection between teacher effectiveness and student Achievement. Journal of Teacher Education, 62(4) 339–355.
UNESCO. (2015). EFA Global Monitoring Report 2015 Education for All 2000-2015: Achievements and Challenges. Paris: UNESCO publishing.
UNESCO-IBE. (2008a). Conclusions and recommendations of the 48 th session of the international conference on education. Geneva, Switzerland: UNESCO ibe. ed/bie/confinted 48/5.
Walberg, H. J., & Paik, S.J. (2000). Effective educational practice. Switzerland: PCL, Lausanne, International Academy of Education, International Bureau of Education.
Wendel, T. (2000). Schools that make a difference: Creating equity and quality. Kelowna BC: Society for the Advancement of Excellence in Education
Westwood, P. (1996). Effective teaching. Australian Journal of Teacher Education, 21(1), 1-20.
Taba, H., Tylor, R., & Smith, B.O. (1998). The predictive validity of student evaluations in the identification of meritorious teachers. Research Report. Washington, DC: John Jones School District.
Worthen, B. R., J. R. Sanders and J. L. Fitzpatrick (1997) Program Evaluation: Alternative Approaches and Practical Guidelines. New York: Longma