Barbara Fresko

Predicting Teacher Commitment.

Abstract An empirical investigation was made of a model for predicting commitment to teaching, as measured by the extent to which teachers expressed an unwillingness to change careers. Predictor variables included personal variables as well as job-related factors. Data are reported from 175 teachers who had completed their preservice training at an Israeli teachers college over a ten-year period. Results indicated that only job satisfaction could directly predict commitment. Other factors, such as professional self-image, abilities, gender, job advancement, and pupil grade level were indirectly related, generally through their relationship with satisfaction. Teaching experience was unrelated to other variables in the model.

Predicting student ratings: the relationship between actual student ratings and instructors’ predictions

This study examined the relationship between student ratings and instructors’ predictions of these ratings, taking into account other instructor, student, and course characteristics. Participants in the study were 198 instructors in the School of Education at a major teacher training college in Israel. Data corresponding to one randomly selected course per instructor were collected using student and instructor questionnaires and college records. Results indicate a systematic positive relationship between instructors’ predictions and actual student ratings with respect to overall ratings and the ratings of three dimensions of teaching. Results also demonstrate a systematic trend whereby low‐rated instructors tend to overestimate their student ratings, high‐rated instructors underestimated ratings, and moderately rated instructors gave accurate predictions. Results have implications for using predictions to motivate teaching improvement.

Learning by mentoring: prospective teachers as mentors to children at‐risk 1

This survey‐based study examined the benefits of mentoring for 299 pre‐service teachers who voluntarily worked with children at‐risk in a nationwide Israeli mentoring project. Results revealed that mentoring taught prospective teachers about the world of children, increased their sensitivity to children at‐risk and to children as individuals, and improved their ability to cope with difficult situations. Mentoring was particularly beneficial for mentors majoring in special education, when viewed as a professional development opportunity, and when guidance was provided that aimed at connecting between academic studies and mentoring experiences. Unlike other field experiences in teacher training programs which emphasize classroom teaching, mentoring offers pre‐service teachers an opportunity to learn about the individual child and the social factors influencing his/her success in school.

Ethnic Similarity, Tutor Expertise, and Tutor Satisfaction in Cross-Age Tutoring

Path analysis was employed to examine the effects of tutor-tutee ethnic similarity, tutor expertise variables, and perceived goal attainment variables on the satisfaction of college student tutors of disadvantaged elementary school children. Hypotheses were based upon theories of job satisfaction, role modeling, and intragroup conflict, as well as upon past research. Data were collected by mailed questionnaires from 425 tutors participating in a large-scale tutorial project. Results showed the major factor directly influencing satisfaction to be the extent to which tutors felt they had achieved project goals. Ethnic similarity had an indirect impact, whereas expertise manifested both direct and indirect effects.

The Effect of Two Years of Tutoring on Mathematics and Reading Achievement

AbstractThis study investigated the cognitive impact of two years of tutoring on disadvantaged children in a “big-brother” type program. Although tutors were not specifically required to upgrade achievement, almost all assumed this to be a major thrust of their activities. Mathematics and reading skills were measured over a two-year period for children tutored two years, one year, and not at all. Findings indicate that one year of tutoring yielded some cognitive gains; however, a second year of tutoring did not increment them. Less emphasis on achievement goals during the second year of tutoring appeared to account for these results.

An Assessment of Cognitive Changes in Socially Disadvantaged Children as a Result of a One-to-One Tutoring Program

AbstractCognitive changes in socially disadvantaged children in Grades 5 to 7 who were participating in a one-to-one tutoring program in Israel were assessed. Tutors were university students who received a partial tuition rebate if they met their child twice a week in 2-hour sessions over a 7-month period. The progress of a sample of tutored children was compared to that of a sample of nontutored children in mathematics, reading (Hebrew), and English. The tutored children were not found to be at an advantage on the tests although other data from tutors, parents, children, and teachers indicated that the project should be having an impact on academic achievement.

Induction seminars as professional learning communities for beginning teachers

This paper explores the operation and contribution of induction seminars operated as learning communities for new teachers. Mixed methods were used: 378 new teachers and 29 seminar leaders completed questionnaires, 16 new teachers and 14 seminar leaders were interviewed, and 20 seminar meetings were observed. Findings showed that seminar discussions focused primarily on coping with discipline problems, building self-confidence, and developing a professional identity. The main contribution of the seminars was emotional support provided in a non-threatening environment. Findings imply that seminars can be a significant supplement to in-school mentoring for the professional development and adjustment of new teachers.

An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors' Attitudes.

Mentoring of new teachers is generally examined from the viewpoint of the mentees. In the present study, mentoring is explored based on reports from mentors within the context of the Israeli induction program. Recruitment variables (selection and training) were examined in relation to mentoring implementation (frequency, initiation, regularity, and content), and mentors’ perceptions and attitudes (towards matching, role conflict, and the mentoring experience). The relationships of gender and school level to implementation and attitudes were also examined. Data were collected by a questionnaire from a national sample of 118 mentors and through in-depth interviews with 14 mentors. Findings indicate that mentor selection, training, gender, and school level can have important implications for how mentors function and how they perceive mentoring.

A Follow-Up Study of Disadvantaged Children Two Years after Being Tutored

AbstractDisadvantaged children in (Grades 7 to II, who had participated 2 years earlier in a tutorial program, were assessed for their location in the school system, their aspirations, school self-concept, and school attitudes. Comparisons were made to a comparable control group. Findings indicated that tutored children tended to study in more conventional settings, possessed higher aspirations, and reported doing homework more regularly. No differences were revealed on self-concept, satisfaction with school, level of taking matriculation examinations.

Consultant as Co‐teacher: an intervention for improving mathematics instruction

ABSTRACT A form of co‐teaching was utilized as one mode of intervention in a project to improve mathematics instruction in 6 secondary schools in Israeli development towns. This approach was employed with teachers either relatively new to teaching Grades 10‐12 or lacking experience applying updated instructional materials. Three somewhat different patterns of co‐teaching emerged which facilitated coordination, cooperation, and communication between regular classroom teachers and co‐teaching consultants. Reactions of pupils, teachers, and consultants suggest that, on the whole, this was a viable approach to staff development through which instructional strategies can be demonstrated to teachers and their involvement in reflection and planned instruction increased.