Good start, welcome, everyone. I'm delighted to see you here this afternoon.
I'm Diane Rehm. I'm professor of teacher education here in the department, and it's my absolute pleasure this afternoon to introduce Teresa Tasso.
This is the fifth in an eight part series that we're doing public seminars on future directions in teacher education, research, policy and practise.
And it appears we have to apologise in advance. The projection is not so good.
So if the slight movement gets to perhaps just close your eyes and listen to, you know, we've tried it and it is no longer around, apparently.
So I'm sorry about that. So as I say, this is my absolute pleasure to introduce Teresa.
So Professor Maria Teresa Tatay is the Southwest for the Borderlands Professor of comparative
education at the University of Arizona State University Licensure and Utilizzati,
and she's also professor emerita at Michigan State University,
both in the U.S. She did her master's and doctoral degrees at Harvard University,
and she's widely known nationally and internationally for her comparative scholarship on policy and practise in teaching and teacher education.
Theresa's deeply committed to developing research capacity and education as an approach to producing usable knowledge that will support
enquiry based teaching and teacher education with the aim of increasing access to opportunities to learn for underserved populations.
Sorry, Teresa is also this piece of science.
Teresa is an honorary research fellow here in the department and has been visiting us for some weeks and working with us.
And she's also a visiting professor at Boston University. Within mentor, who many of you would know he connected with the department.
Teresa is World Education Research Association International Research Network coordinator,
learning the network's called Learning to Teach Building Global Research Capacity for evidence based decision making.
Teresa is also principal investigator for three large scale international comparative research projects,
which I'm sure we're going to hear about today.
One cool teacher adaptation project for the 21st century, another teacher education and development study in mathematics,
and also first five years of mathematics teaching studies.
Combined, these projects have received more than $10 million in funding to us from the U.S. National Science Foundation,
the International Association for the Evaluation of Educational Achievement, and also some contributions from the participating countries.
This research has contributed to comparative study of connexions between pre-service
teacher education and what is learnt on the job during the first years of teaching.
Thank you to you very much. Thank you. Welcome.
So my presentation is a final comparative determination to search through the prospectus and determination first place in the future.
This is an overview of where I would be talking to you about.
I would have started with an introduction to the vertical search for the future for future vision.
I would provide some faces, though this from my research. I would provide a brief report of this matter and of the of patients and their futures.
I would talk about the need to go to the future of business and teachers in education and research,
and I will present three challenges to Institute of Vision and Chief as concerns learning to teach diverse populations.
So it's pretty disturbing the information provided for both the research and the competitive research is a field of a study that applies historical,
philosophical and social sciences theories and methods through the national programmes community.
This is a definition that's in the book by David Fuchs.
Also one flowers the female.
I think people just that is essentially another definition that continues is that comprehensive research and innovation is not normative,
and there was not this great use for the good conduct of a sports institute.
It tries instead to understand what is done, how and why.
So some I'm just going to use that word and I propose and I get the feeling.
You read more about this later on. That is very different from what might be going on in organisations.
For example, the obesity is the way they always have the most extreme cases, but it's not how research.
And what is the tradition research? Well, well, there are a number of different issues of education to say, for example,
we can talk about research of the two issues research on future occasions, research about feature obfuscation.
The important thing here is education. So what is education?
Of course, I had to move to the Oxford Dictionary to find information and the process of receiving or beating systematic instruction,
especially in the School of University. A body of knowledge acquired will be indicated, and I didn't like the experience.
So for that, you the patient, so to be educational,
you must have studied the institutions that provide education and the programmes and the processes,
how they work on each other,
learning the first evidence of very important priorities and as well as in order to use the skills and other the terrible attributes of one.
So now all together comes up from Vancouver to search for the patient can be defined as a field office to read and place historical,
philosophical and social sciences theories and methods to these international understanding distributions,
programmes and processes that the right education teachers is busy studying how we're there and why learning has occurred,
and whether teachers have acquired the knowledge and skills suspected to be considered safe to practise.
Safe to practise, yes, I have some examples.
And so this is a case of this has been published another article in articles that can be viewed offensive.
But this is a case of this a study of MIT Michigan teachers.
So the is out of sight, out of mind, a feature you need.
You don't have something. There's a classroom more than 60 minutes from Time Square before all migrant workers from months.
Well, the state law mandates education for these children.
The teacher argues she doesn't know Spanish and sees the children together in the corner of the classroom with blank pieces of paper and
ask them to draw on the created on a daily basis where their peers engage in their these kids and basically invisible in that classroom.
They stand there so respectfully to him and his campaigns to get in the way of my speech at which
first became this London that you might go to a group of children of the New York Times in pitching,
which is important because using of borders inside the mall and the practise appears to be very effective.
These teachers are very, very good. But as time is limited to a crushing defeat to the genocide under priority and celebrate your death,
many teachers in the U.S. and you can trust me when you still get there the fastest the frequent examinations,
I suppose we are subjected to constantly.
I mean, you said it seems to be the priority of many features in both positive ways and make you feel better.
I want to clarify here that, you know, these are extreme cases.
Of course, there are many excellent teachers that African children are learning all the time.
They're the and things that teachers are not doing a good job.
I just don't believe it. But it's true that there are some cases where, you know, teachers have really what they need to know.
And I'm going to talk about what I've made of. Lack of knowledge, mentoring, practical theorising.
This is sad, but they have learnt here from the Oxford Group.
There they are, oppressive guarantees. So this is a lovely story between two scientists being negative and positive numbers alone and no luck.
She asks pupils who are positive numbers to think about positive numbers as
word minus and negative numbers as bad news and ask Why are these three men?
What is wrong with this person, did you see the number of times some children Typekit, Mr. Mr Self-Abuse, did you features backwards?
I don't know. It seems like all of us are very confused and then they're just, they're doing the operation to get us from the main street.
And of course, she knows that her right, but just using the number one.
Very interesting case.
But this is not surprising to me because America, for many years, the assumption has been that the people who are going to teach,
including the right of the professionals, so not much effort have been slaves and the more recently or not given the mathematics because.
I'm a final example. This is a scheme for a wounded asking,
and we've got we've got a picture of the Normandy School in a rural community far for many
people who just all lose grades one to six Hebrew classrooms in an integrated school,
skilfully using materials provided by the Minister of Education from the secretary over the weekend,
creating a collaborative environment amongst the pupils and bringing in resources
from the community and developing the community with the order to kill younger ones.
This is really very interesting to me because I've been in the poorest of these situations.
This teacher is very well able to prepare her students to be there where they need to be heard.
She's very much supported by this material, which is, you know, we need to meet the same thing, which is teachers can.
Even if teachers are highly knowledgeable of the subject they are teaching,
they can never learn from the materials they use and the learning was shared.
So the people who are learning to work there even before returning to the classroom.
So first present and future.
Well, can we do a security investigation just before enough to begin to in through the knowledge and skills and other aspects of the structure?
What we need to know, why we would want to change and drive what kind of evidence the united you to collect to justify those changes.
So research, what you do is you may ask for services for computer vision training from an interview to
practise much of it for the medical education information to strengthen the field of security,
the patient lacks the authority that the medical field has to watch.
And so this is important because I think we've got to this and I am not in
any way saying that medical practise assisting us the same as the to preface.
What I'm saying is that people in the field of medicine, IT professionals in the field of medicine do research and informs their practise,
whereas in the field of communication with rigorous studies and inform our practises.
But this is known as how qualified as to actually influence policy.
And so people who sometimes are the same policy or maybe oftentimes out of the Champions League.
And so that means having improved if there is a problem that you know,
it gets people to continue to engage in this profession or teachers and this application that is being bullied.
So the future security is we need to challenge professors for researching the transition between a very powerful contribute to our own research,
whether we like that. Well, we need when we look at the studies that are being produced,
we see that some of these disorders that you see strong indicators or measures that could be helpful to force us to do is that the teachers?
But this should not be so the situation of the pictures that I presented earlier is not something that is unknown.
We have been struggling with situations which are having a lot of challenges trying to teach, especially Chinese citizens.
So there are studies that document this. There is a vast number of studies that also have recommended that go back to the 60s,
and some have documented the conditions that facilitate effective teaching.
But somehow they seem to be unnerved. I don't see them cited in more recent research.
In the past 10 years, a series of rapid policy changes have occurred in New Zealand, Brody's capital and also in the US.
So changes in the school curriculum and standards, testing new definitions as to what it means to be a qualified teacher.
And this makes it very difficult for teachers and teacher indicators to catch their breath.
Things are changing all the time, teachers attention there between the school, all the time, they trying to get prepared to teach the new curriculum.
But in many cases, the teachers are asked to teach the new curriculum and have never learnt that way themselves.
So this is new knowledge. New studies that come out of the New Accountability Year,
Value-Added models with a key indicator of effective teaching and effective teacher indication, which is pupils that they use pupils achievement.
These are studies that now that we need to do, is set to return to our highly problematic.
The people know the value of improving them, but it's an agricultural model and agricultural is something over the idea that you know you.
Plan B concedes that in different soils and the soils that make the city grow older rather have a value added over the older soils.
That's basically being, you know, pretty, pretty difficult moment.
So the many people most economists are using this idea,
not only to think about the well makes it pretty difficult to actually even read teachers in the schools in the U.S.
This is the we have for the most part of your teachers and learners,
if they acknowledge the pictures of quiet attitude, the work that the children Paterson schools do.
Basically, the programmes are seen to vision programmes. Schools are seen like this black box is something that is executable in the middle,
but we're mostly concerned with the inputs and outputs, and they have also ignored the obvious fact that no organisations can have.
But these are still uses proxies for knowledge. So for many, many years, policymakers used to say that the traditional economy is a key to the future.
We do not have any effect or any impact on teacher quality and various studies from the World Bank from the 60s,
from the 70s, which affirmed time after time that this is the biggest impact.
And what happens is they are using different indicators. If you use it as a proxy for a proxy for knowledge, we know that no of places are the same.
So you could get a from a scoop. Isn't that interesting?
Because then we have a prediction that have a strong influence. So, you know, is true.
You can have a credential from Oxford University, and the difference between your knowledge is huge, right?
So you can actually look better 77kg something that as you move on.
So what happens is the policies these studies continue typically needs.
So what are the needs with?
Teachers have borne fruit, and it's true that some teachers are born, you know, then there are some people who are not very good at teaching,
but we don't have an exhaustive for discourse, so we have to prepare teachers anyway.
Another reason is that anyone can return to work and features the variations, but that teaching can be a stepping stone to better and more severe.
Just very interesting publication better than. Teachers may be a grace of your grace, I made this presentation and took it to the beach.
This is a very damaging activity. Intensity, duplication or of this would put you future teachers a vision that they progress in the programme.
They ignore recent assessments. You behind the thing that you presented.
This doesn't happen in every country really happens in many countries.
Hugely argue for maybe trying to challenge you to recognising the kid, for example, wrong for six weeks.
Farm on some of the revolution of programmes that prepare teachers has been a taboo topic for many years.
This is not only in our countries, we need countries to study the recording we do, said the study.
When you fight for an evaluation can enable it vetoes through the federal programmes and build it professionals create metrics, assessments.
The rejected issue, and I would say we've learnt recently because of the way in which the results of the assessment.
Have you use now? Good assessment necessarily are bad, but they're used by governments and obesity to then deliver punitive measures.
And of course, that a strong but in fact, I believe that we need well-developed observations and assessments easy for these areas of knowledge,
belief systems and more by expired teachers to talk assessments and observations.
Review the data and you kitchen indicators as part of network communities of practise and for purposes of programming and development.
No, no. For dramatic purposes, I just went out on a study of the profession regarding the workplace.
Did you did you know that teachers receive constantly, I think, featured in the papers?
Mr. Judaism's we have done little to of to with robust responses to attacks in the profession.
We need to publish our own analysis. We need to get all of these studies when they come out.
They're always to be whatever means any study and provide our own responses as professionals in the field of education.
Sometimes I don't have time to find these.
I think it's probably because the databases are very complex, but people can be trained to use his databases and their responses.
But just common sense, right? There are some things that distinguishes. Foreseeable future, comparative with nationalism,
so I'm talking here about comparative indication and trying to provide that information with the truth vision.
In 1950, the International Association for the Evaluation of Educational Achievement,
they knew for sure you to champion those things and parents initiated by a group of exporters by doing all that,
just getting nationally representative of sorts. And basically, what they did is that they somehow raise funds from the six countries.
To do this exclusively at the beginning was a very small group of people who were doing this,
and the idea was to deceive White House children with their news and how much they were getting and why.
Right. So the idea of opportunity to learn.
So it's a very important concept that you know that these are stories that were designed to measure is this mastery of subjects such as mathematics,
science and reason and also measured, as I say, this complexity by your students, what opportunities they have to learn.
And a basic principle here was that you can know the well in tests or in anything if you haven't had the opportunity to learn.
So that concept has been very powerful in imitation. However, it took 50 years to support this theory on future in the future.
So this is a really interesting people. So they are studied for years, for 50 years.
What happens in the schools?
But they have to pay attention to teachers or dedication that teachers receive if they retire because teachers would not perceive as winners.
You know, teachers who are supposed to know what they were supposed to do.
So the study system is unique to me, and I'm going to give you just a very brief overview of that.
It's a mystery because it's much has been written. There are many reports.
If you Typekit same idea, you would only take you to be the website.
But this exam quality representative data from representative samples of teachers,
computers, teachers, vision institutions in this country of 70 countries.
The study was very, very diverse. The study was only done, people told me, but I needed for them.
The study was the principal of the and the people told me, you will never be able to do the same.
And the reason was because they said, Well, you can never ask people to actually access this means of knowledge.
I have been evaluating the Digital Edition programme and returns to university.
And that was a really good experience because, you know, I feel that they know how to do it.
You know, you're going to to people, you do it with the.
So what we're dealing with is the study was a group of teacher imitators go together from these countries.
They said, Yes, we want to do this study, but the condition was that I would be like,
I don't care who has to be with full participation from the communicators because they have to develop the items.
They have to pilot the assessments. They have the title of the questionnaires.
I'm not going to do it for them.
I mean, I can't you know this model, but I know it doesn't work that, you know, people go to the country and they go away.
How do people have to learn to do research in the own of the programme and we're going to help them develop that capacity?
So that's what I mean when you say developing capacity. So if I would use a lot of meetings to develop the capacity of teaching other
kids if I'm never going to study but wanted to do it so much because they said,
we don't know what our future teachers know at the moment of revelation.
We don't know what the [INAUDIBLE] we assume they're thinking about, really.
So that was their motivation and had to be powerful and had to be represented because we're talking about
hunches and they have to understand the minister of Education have to agree to support this study.
But the teachers is happy to do so and with the two gains when we had the decision to build up their future teachers.
So it was like a collaborative teacher to just say related businesses, questions, questionnaires that the jurors have received and use.
It was supervise and all that. But then they do.
The briefing won't have anything to say the expertise.
We use new staffs, patient programmes, which are indicators of primary and secondary teacher teachers.
And this is what we measure with the teachers.
But basically, we surveyed are close to eighteen thousand teachers are going to be a very close to 5000 teacher Vegas.
We have close to 600 teacher evaluation programmes. So this a huge study, by the way the database is available.
Anyone can use is physically available. As we should do when we do research, right, give access to the community,
the data that we have so little information from those folks in these countries who agree to make it even.
So what have we learnt from this? So we have learnt what kinds of policies support powerful learning for future teachers?
We have learnt about whether the solution for me is that you just have to do any damage of.
And also we have learnt what is left of the mathematics and skills that you knowledge of my perspective.
Primary and secondary teachers. So this is one that we develop was aspirational.
Well, you know, how does this idea that, you know, people who were in business knew that they were,
that we were asking these questions because the people on the left do support modified and so each country saved or agreed.
This is the kind of knowledge of where we want our future primary teachers and our future secondary teachers who have these institutions.
So it was the agreement amongst everyone and on that.
And then you have a sheet of paper there, which is the picture which basically shows what did you do in this story to the future of this slide?
Is this huge diversity that exists in all of mathematics.
They have already gone from the knowledge that future teachers have at the moment,
we're not even close to the average, so they have to use a digit for very different purposes.
And this is what we know. And what do you think that is in preparing these things in the paper that you have is it are two books, by the way,
we did a table reading around the table for the purposes you have to do the business and we we have to
build tables in a way because otherwise they can do the papers and then they wouldn't be correct in this.
These tables have the compilation of the standard deviations and all of that. So we're very happy with them.
They're the corporate representatives. But in this piece of paper, you have to find, which is a group of known specialists in subject,
some countries prepared the middle school teachers in primary programmes,
so that's represented by a group of five some countries and some countries preferred to be technology firms.
And we can see the difference in treatment. Group six is this patients people who are teaching high school, basically?
So what you see in the spring? This is the president asked me if I don't think, OK, I'm going to jump to the.
Oh. If you are there, it is OK, this right here.
They just have 500 years, this line down here is the national I mean, so this is how all of the people in the 17 countries have energy reform,
but you can see people here to the left over here cheering to the West are paying these middle school teachers in primary education programmes.
So they really didn't know much of the aspiration or no right, but they were supposed to.
And then, you know, and then there you see, the Singapore has broken for especially basically every month and especially in Singapore.
Norway was also doing the same thing as Chile,
and this is a phenomenon then beyond the Chinese like Germany and so on here in the U.S., it is the recognition that you do.
It is it's an interesting thing because you know what?
But really, this is a snapshot. You this and it's something that happened before Dave in 2008.
We have been around for more than four years since those bodies entered the Green Party.
Everything. So why search for unity in the knowledge that teachers were seen at the end of the disaggregation?
They are going to be teaching basically the same and.
I will talk more about that simply because there's a lot of statements and other things
that have come out of the latest allegations that the North is not doing enough reviews.
They were caught in 2008 and an escort astronomy mathematics education of future teachers using bits and data.
It was an interesting book where we asked or for us what proposals for young scholars and a bunch of students to apply if they
wanted to learn how to use the data and they wanted to learn how to write about that data and they want to learn about the.
So this was a friend of was a labour of it. All right. But the National Science Foundation asked to do that to prepare the researchers.
So that's that's what we did. And so the book is very interesting. It's it's online for National Library.
So the idea that we have when we began the studies is that we want to be able to connect the, I guess we can call the outcomes of teacher preparation.
We've got teachers doing the first use of the first use of teaching teachers.
You must read about the gruesome scene. But a lot of features, if you are aware of the latest statistics, are dropping out of the profession,
sometimes in the middle of the school year, or they are not going to be two different programmes.
So we wanted to know whether you know what is happening now.
So we did this study,
and this is the main question that we have how the novice primary and secondary mathematics teachers differ in terms of their demographic.
26 preparation knowledge, teaching practise, teaching assignments,
pupil attributes and effectiveness and safety measures of student achievement and proficiency as specified by.
They don't want to spend huge amounts. But really, this is all we wanted to know.
And before I move on any further,
whether you like this or want to tell you this is our idea is to develop this model that will help us to study also objects in the kitchen.
But we began with mathematics because this was a huge undertaking.
We were going to do mathematics and science, but we have to draw from this because the first was huge.
There wasn't nothingness. It was, how do you feel? So we had to do the role and the methodology answer.
So the fact that we were able to to finish it this year, though, study space success, given that people thought it would be impossible.
And so then for the NSA, we call the National Science Foundation. This is the next one.
This is the first month and said, no, you will never be able to do it.
It is very difficult and we won't, you know, give me some buckets of money and see, you know, whether we can be doing this in the future.
So we were able to do it. She said This is my first to show them because we have had to face this enormous and, you know,
for people being working for a long time on this and this is the female of that had put through the first month to study,
but different groups of people in country make difference. I'm not sure whether, you know, Paul Conroy, he's kissing that screen there.
Joining us via Skype. OK, so what is work, really?
I'm going to tell you the conclusion first and then I think all the things that we do.
So we set out the principles and information to practise and to be remote.
So this is a remote don't have to be so simplified for you here.
So basically, it's a or effective means of construction for an individual feature,
we're saying than the think construction is equal to a student's success.
Successful learning, in their words, children of their own.
As a result of instruction, the teacher is to be effective in terms of the number of measures that we develop in their technology skills.
As decisions practise the teachers, this instruction and the effective instruction and effectiveness literature and the the the model
includes also for the of the challenge of moving the service to higher levels of successful reality.
I consistently know only when you open specific year after year.
And what we mean by the challenge of moving to students to successful learning in the Value-Added approaches,
the students are not considered as part of the work of an evaluation of teachers effectiveness.
But we argue that the challenge of the students goes through teachers is a very important factor to consider.
So, for example, maybe older children who go to school and they would be easy kids to teach right for the teachers.
So is that it's not much of a challenge.
You know, this discovery, the potential very high levels of literacy in the home maybe is an important language.
So this is really challenging for the teacher.
But with value added models, those teachers in the U.S. right now, if you have a teacher that is teaching, you know about you well,
as to the answer is teaching children who are underserved, you know that likely the teacher is going to end up with no resource.
But that's not very worrisome because if the teacher as low as it scores,
but they have been able to bring to a higher level of knowledge that the students are these teachers teaching,
then this teacher should probably be more highly recommends than the teacher capacity is if students.
So that's weird. And then, of course, the rest of them, all of us challenge you because they have the,
you know, the conflict, so everything together and then then measures of context.
Where is the teacher teaching songs? So you get these programmes where you can see how many do I guess, how many challenges to this each teacher had,
this is a diagram of the features and this zero zero is the is around.
Q So the the positive that you have said the positive side are the most challenging students,
and so you can do that for every teacher to a more fair minded.
So this is, again, the sort of career study when you compare the value of the models we did with our model.
Basically, you get a better model and experience with our model is that there are criteria of difference,
not nonprofits to discourage some continues to sell information to focus on traditional success.
So we're looking for success and we are not going to receive this always without content.
Anybody else is getting permission. I noticed that they didn't even exist. Thank goodness I'm going to give the our model has a strong measurement.
Theory requires only two years of data and soon assignments.
Part of the of the model where was bomb is going to find is not random suicide or not.
I would say something with the features. So estimating the effectiveness and outcomes here with students, how is this problem for this administration?
And it's a very expensive model for them. So that's that's the good news.
This is obviously this, but with these Typekit,
but we have got this challenge how this would be the major supplier of a model with the audio system and the communications structure and the second.
So here as well, and we had to justify why what's the music and then basically,
I have been saying the existence of any issue internationally and down from some of the markets which are Asian.
And we were out for a long time assumed that it would teachers know where they need to know what they go through communication.
But it's thrilling that we don't have a strong proof of that.
I'm fuelled with the logic and education stories which I run into the sex education
because there are many stories that are drawn mostly following economics,
most economic models, but there is one justification and still able to prove it.
So we are committed to figuring out what music we use.
We develop several instruments. You can see their assessments of knowledge and personal for the teacher's observations.
We make sure the knowledge of the students, the knowledge of the rest people, certain questions about their background.
We also read analysis of the teacher patient curriculum and policy across the school curriculum, as well as analysis and policy documents.
One of the beauties of doing comparative research communications is that you have to drive the relations if you don't have that information,
whether you're going to meet your friend. So if you want to read the definition of what we can move forward on this feature.
It took us about a year to come up with this, the future of crypto countries trying to do this study.
And so we tried to feed everyone. I would point out so it was an interesting process.
We did a sample we wanted to see whether we could actually find the teachers in the schools.
It turned out that we couldn't find a lot of these where the pictures were useful.
We ask Where are you beginning teachers of mathematics? I think you have a sample reading if you have any good figures.
But it was very, very difficult in the U.S. and every other country.
So we will have heard teachers are making things. We went to schools, they couldn't find them.
So we had to actually send emails or telephone conversations to see, you know, where the teachers were.
So it was a complicated process.
I can tell you a little bit more about this, but we were able to test and develop a new approach to something that would help us in the future.
So these are the groups that participate in the trial.
I forget what you did. You will see that this is Mark David Chapman, American, that in the incident study, which is very heavily European and Asian.
But we wanted to see whether what would happen if we were going through developing countries affected.
You basically, I mean, teachers and primary people, secondary pupils still be.
So as we were developing, the assessments were my principal for group is the opposite.
And if that is the degree to which evidence and Kerry supports interpretations of this
discourse or the proposed use of tests or moves any instrument that is available,
you have to demonstrate when an analysis of the searching location.
Very often we have reports of reliability. And that's another.
And we have to be able to report about and where we measure worse again, didn't for teaching mathematics,
local knowledge, mathematics, better when backgrounds and knowledge and what we were trying to do.
We were trying to connect the tests and test our assessment with the first maths assessment because we can look at that contribution.
So we measure the same content remains, he said. For the particular domain.
So there are many things to do in the cognitive delays are really,
really important because the main problem that teachers can really answer with
assessments is they will be able they were not able to do that recently.
And that's what you might expect when you go to.
The knowledge is more challenging because when you are explaining to them something that we ask asking no,
when they kind of roll the programme, especially in the military in coming up with this recently.
Not just knowledge of we've been. Some people say.
And then four days with my favourite knowledge is the same. Funding remains.
But the logical to me was how they understood and demanded a briefing on how they plan the response from the inactive reserves,
how they evaluate the students. Where do we develop the first maths items in two workshops, one for the primary level, one for the secondary level?
And so we ended up with these items for the first month.
And then we just equip items from visits and assessments in the protests.
I think four months with multiple choice are complex, multiple choice and then constructed response, and we have our own models for the year.
So these remained the same basically three items for the primary protection system.
We pay items for the secondary assessment and uses. All of this is for one, which is the things.
Certainly. We were trying to find a correlation between the deaths of items on Christmas items, and what you see is a very high correlation.
So that means that detectives are functioning well. We'd be getting pictures right.
The motivations behind here. But there is one item, he said that he didn't more really than measure.
Well, so we think that, oh, we have a greater compliance officer with mathematics there when you guys got the knowledge.
We have a very low correlation, but it's due to these four items that didn't work really well.
So we take those out there. No correlation spoke in mind.
So these were basically very difficult for them to produce before you do this in assessments.
You have to see whether this is the ability to scale so that people aren't doing.
This means that you wanted to see whether, in fact, this is measured with a distributed of the force response items.
You go through the scale and that works well.
The primary items are also well distributed those the temporary items and the secondary geometry items.
And so when to scale? And so we have a strong intervention that fit the set for the secondary pupil assessment.
This this is not a retreat to the numbers in student numbers considered there
should be no anyway many pupil assessment that's too difficult for the system,
but all the alternatives and assessments were greeted with some very good and very happy.
People like to see the items sometimes that people have to respond.
So this is our primary multiple choice. I don't exclude the knowledge go with you.
And this was a relatively low difficulty item.
This was a method with more difficult and basically gave me no position on campus.
0.26 incapacitated that Sasser uses 116 in the age of six available to open to give it to me.
He's also by used to have this need to bring you back.
What is your name is most likely misconception and draw a visual representation of the teacher to use the normal to your point of those seats.
The kids didn't understand why dances worked so well.
I refused. And so, ladies, you combine mathematics with the knowledge.
Within four months, the average person to notice some results in average.
Sixty six percent of the people who participated and answered correctly.
The mathematics opens, but they range from 121 is very low to 97, which are the areas that are more difficult for people.
I said people people became much more difficult that they run a checklist, and that's actually some swear words were much more difficult.
And the secondary average proportion correct 169 for the rest of the knowledge.
But again, very low. I mean, there's a huge range from getting to variability.
You can see the point can do it for one. So there was somebody in the classroom all of a sudden decided, you know, it's.
The items were more difficult, but more difficult to close in 2016.
So there were some really great forces, keep the one I wanted to show.
You have a measure of the need to produce the Moon, but not very much the focus of it we measure.
So we measure the groups about between them.
And second, you separate yourself, for example, where it of some opportunities to learn disinformation before following the multiple during this.
So we want to know whether they were, they say the real.
System graphics, but it's it getting breakfast on the grill, so I suppose it's about the first month of class.
Class description numbers of the school infrastructure and practises are more than 50 practises opportunities to learn.
We presented them with topics so produce the very school curriculum.
Television programmes are the topics they in the future. And so we show them six to seven topics based on the analysis of the curriculum.
And this is what we got. Basically, you know, you're almost going to be very lucky for this.
This graph every time that it was done. So no numbers do.
Ultimately, what what topics are you teaching?
And so they the newly single in the noise, the family, teachers and the Orange is the second.
So they are teaching different topics, and they could respond to whether they're using the primary curriculum.
On the second most frequent thing,
we ask them whether they could be prepared for digital conflict from the front lines or in the secondary language, just perspective.
But then when we ask them whether it's a topic that they've got the knowledge that you are strong with the primary teachers,
so primary teachers really are really challenged in terms of their of their curriculum because the curriculum keeps getting more complex,
but they are no better. Oh, I had to show the door to this one.
We also asked them whether they had to learn to determine because if you look at the huge variation they're under, so different, this is from here.
So one secondary better answer to that one?
You to. But you can see here a line where you see it or you see it.
Yeah, this is this nine here is going to premiere, which just means that they basically say, yes, we're learning to teach for the year.
But, you know, in other countries, it's very difficult. You know, in some places, for example, in Honduras.
You know, I think will give area, especially secondary teachers.
They don't learn to teach their systems, which is, you know, are some.
OK. And so the last one I wanted to show you is the development of a Mathematical Compass Observatory instrument.
So why do you observe the of knowledge in action? Because of the social distance to do interventions with practise be, you know, feasible?
And so we decided to develop an observation instrument. We look at the role of establish activation protocols,
but we didn't like them because they were difficult to use or they were not mathematics specific.
For the few times we live in about an instrument that I would everything in the second round.
We we live in countries piloting the observation instrument in 105 classrooms.
How can have primary and secondary in conjunction with other instruments?
So we went to the classrooms and we did this and then teachers, some people and there was a risk.
We observed teachers who were fired from the sample, but the results are for testing the viability of the of the Easter recess.
This was a proof of concept. So remember, it wasn't.
So this is proving that in fact, we can do just so, but it's not representative of the countries that have studied.
That's different from this and could say we had representative studies that said we've had to do a proof of concept study.
I'm not showing you that yet. I'm showing you the results of the proof of concept study for the first time.
So the first known observation for the I'm not sure how many you know,
the age of people here who you're old enough like me, you probably remember the times.
So we did collect information about the classroom and the students.
The study is the instrument that we found that had been validated in dimension
and that it captures another body of BBC and then we develop more mathematics,
a specific instrument. And we said the video instruction and we went to the assistant to see how we learn about it, how we know how to look.
So this is a group of people that we still need in here.
Some people were able to observe more and some people were have less.
This is the standard observation instrument looks very complicated, but a second big issue for use,
this is anything about the selling instrument you said, you know, you mark what is happening in the classroom every 10 minutes.
So you are you're there because it starts the way the class can buy things.
So if a class and that 60 Minutes business accepts six observations and then you do the observations, you directly what that means.
So we did something and we said, OK, I'm certain that this is actually what we think this is representing what we found in the study.
So 17st basically the Red Sox lecture the oranges discussion that we always practised.
So a lot of what these people were doing, he was lecturing and practising informatics in primary and secondary.
This is another way to look at how and how he delivers the features and looks like you.
Thank you both very much. And then how they were doing it, they are mostly working with everyone who chose the school system with victory,
and sometimes they did large groups of some sometimes to. This is the same the same way as the children of.
So this is what we're dealing between the 10, the 10 minutes of the fighting defendants.
Basically, we say, OK, let's look at the floor of the class.
What is the teacher doing? Those things that we have not come to the standard system?
Usually you see places where there's where this happened. We went to see the film and then this Metro Theatre, we went to see what you know,
how well, how the theatre is managing the clouds, what we continue to use this first.
Some are very formal and they say the title of the lesson afterwards because it's an explanation of this and we can work.
Some of them do that. So we recorded that fool. And this is a way of representing this.
So what you see there, he said, is he is going to hit you off by.
What you tell us is that the average of eight teachers in this country for a very uniform day that borders and flop.
So this is a country where most of the teachers, to quote,
understand him as one of the first activists in the class where they shared the solutions that the students have,
where they provide procedural explanations, when they they so many politicians admissions.
They use these solutions to explain maths problems. I'm sorry, I you have asked for a copy of that uses a broken machine, which uses technology.
There's a lot of uses of technology. We welcome the use of technology.
So it's a kind of very interesting finding. So be careful.
See these problems. Have a disability pension in a presentation.
This is the same thing. And so of the original results would become but needs to be improved and all of these things and improve accepted the concept.
And it depends on the people that are looking to us for going to conclusions would be very well with a bit of the most important is this last line.
We developed a strong move that represent a technique that you practise in challenging contexts.
But we also develop on the commission, so reconceptualize value measures to do something and we are reaching that at the end of this year.
OK, this is the last, the last part. The challenges for Putin.
I think that that of is a very important challenge for future engagement.
I would say to me study found that programmes that we use highly monitoring features and evaluation and accountability systems in place,
which help the Soviet programme, other study programmes and practises and options for continued recruiting.
Yes, but in the fact of the traditional precipitation amounts may make it very difficult for
communicators to respond in practise to have a baby severely all the glandular demands.
But accountability is desirable as some of the interior I don't follow and I agree with each other.
There's actually no order.
The second probability is that what's going to happen, but it's also necessary for schools and teachers of underserved populations,
but not expensive, producing teachers that we're going for their expensive learning.
And for some basic things, my teachers are not expensive.
Another challenge is the challenge of knowledge that this film is going to be found,
the programmes that the most knowledgeable teachers give them opportunities to their
knowledge of the curriculum between Typekit application and freedom of speech,
work and conflicts, and how to teach.
Teachers have national or local standards that ensure future teachers mastery of remote and how the teacher before declared the teacher.
But it's important to note that different knowledge is needed for different contexts.
And in the cases of all, I think the game is supposed to be just an example, and kids is knowing how to read and so forth.
It's more important than knowledge as a case of the teacher in the gorilla in front shows.
And also very much needed is a big and future because medical provides free textbooks for only children in primary school from day one to six.
So it's also a teacher who would have found around this another district that did the same thing, but did that in Michigan.
So these are very contested places.
Challenges the future digital vision is, of course, this discussion as to where to turn the vision take place should it be.
How do you the vision institutions, should it be the schools in partnerships between the kind of vision institutions and schools?
There is much of debate and there is a lot for, say, $393 there too,
that we need with companies we can mentor and government on hand, and I'm concerned.
But the scholars agree that universities are important places for teachers to learn content
and pedagogical content knowledge and to develop critical thinking and research direction,
which is important in recent months. Or maybe even more so, I defer to the first three years of life.
We need to rethink how we prepare teachers to address the various needs of people who are highly diversified.
In 1990, one size fits all people learning the style of programmes rhetoric that we're preparing
teachers to teach early pupils in this country bring to programmes in the U.S.,
namely, say, this programme. How the transformed the curriculum,
an assessment of approaches to support active learning in spite of questionable approaches are doing so with children well,
especially as they begin to learn reading breaking numeracy. We need to rethink the assumptions that we making teachers teach them that
teachers have the required knowledge and skills as they begin to learn to teach.
How do you prepare to just engage with pupils in your own language? And present instruction is another challenge, especially more.
During migration, waves continue to work, I think for many countries and how to best put their teachers together to teach in challenging contexts.
That's a really difficult thing that you basically say. We're not prepared.
We we're not prepared to this because they have to deal with this difficult.
So you can assume that future teachers come through their programmes with the media company knowledge and skills to be effective teachers.
I give you the same responsibility of programmes those who think the future teachers know their subjects and that they know how to teach experience.
For me, this is a question of social justice, and that's why I am very committed to this study.
I should say another mathematician or mathematician, can you?
But I know how to do research on computers, and I have been a feature of the paper for three years.
So a question of social justice here is pupils come to school expecting to be filled by improvisers and preachers,
teachers composition application programmes. It's beginning to become effective.
Teachers are used to students entrance. I think very much by the way I wanted to.
Before we do, we have open questions.
I wanted to make an invitation to the Oxford Department for Education to participate in
the next study that we're doing or anyone that makes it basically what we're going to do.
We have a grant to be submitted to the National Science Foundation to do a study that will do all that connexion.
So we have the proof of concept. Now we want to do the ministry.
We have different ways to now approaching something that that would make it so much easier.
So if you are enthusiastic about this and want to hear the call to increase the quality of research and the profile of professional educators,
join me in the future so you can see my picture in my email address or my that Sat-Sun State University.
Thank you for your attention. That's true.
Let me open it up now for.