Teaching Practices and Pedagogical Innovation - Evidence from TALIS
This instructive publication, Teaching Practices and Pedagogical Innovation: Evidence from TALIS, is using the Teaching and Learning International Survey (TALIS) 2008 data. It precisely identifies and arranges profiles in relation to two connected areas of professional teacher practices: classroom teaching practices and participation in professional learning communities. It compares these profiles across different educational systems and examines evidence and links to inputs and processes.
The Experience of New Teachers - Results from TALIS 2008
This publication provides a comprehensive analysis of the most important issues facing teachers during the early stages of their careers. The effectiveness of teachers fresh to the profession is an important policy issue, especially knowing the impact that teachers have on student learning.
This report describes the development of the TALIS instruments and the methods used in sampling, data collection, scaling and data analysis, for those wishing to review and replicate the procedures used. Furthermore, it provides insight into the rigorous quality control programme that operated during all phases of the survey, involving numerous partners and external experts.
Piwowarski, R. (2012). Teacher and School Achievement: Based on TALIS Data and Lower Secondary School Examination Results. Instytut Badan Edukacyjnych, Warsaw, Poland.
Rew, W. J., Sánchez, A. R., Luschei, T. F., Lang, L. B. (2011, May). Examining the prevalence and characteristics of teachers who work at multiple schools : Cross-national evidence from TALIS. 55th Annual Conference of the Comparative and International Education Society (CIES), Montreal, Canada.
Sánchez, A. R., Rew, W. J., Lang, L. B., Luschei, T. F. (2011, April). Teacher moolighting in Mexico : A multilevel study. American Educational Research Association (AERA) Annual Conference, New Orleans, USA.