Teacher Evaluation and Supervision

Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers. Researchers used propensity score matching to reduce the impact of selection bias and to produce accurate estimates of the charter-traditional public school differences. Compared with similar teachers in traditional public schools, charter school teachers reported a more supportive teaching environment, higher expectations of students among staff, a greater sense of responsibility for student learning, and higher levels of student engagement in learning. However, they reported, attending fewer professional development trainings focused on instruction and aligned to teaching assignments, fewer opportunities for professional development and collaboration with colleagues, and lower perceived fairness of teacher evaluation. Findings from this study provide valuable insight into the school organization factors that may underlie teacher turnover and represent unmet needs among charter school teachers, and suggest strategic areas of focus for policymakers, charter management organizations, and charter school leaders in addressing teacher retention and student achievement.

This study determined the factors that influence the application of social media to teaching-learning process; investigated applicable choice of social media relevant in the teaching-learning process and; determined the impact of social media on students' language learning. Descriptive survey research design was employed. The population consist all Basics 6-9 school pupils in Osun State, Nigeria. Multistage sampling procedure was adopted. 670 pupils were sampled using stratified sampling procedure. A selfdeveloped instrument titled 'Social Media Teach (SMT)' with reliability coefficient of 0.762 was used to collect data. Pearson correlation and simple percentages were used in analysis. The study found the factors influencing application of social media to teaching-learning process include ease of access to learning materials (77.5%); freedom of expression (62.5%); increase interaction (language use) between peers (60%) and; improving pupils' language skills (55%). The factors accentuated that social media has a place in language education. Study also found some social media applications appealing to learners in language education in the study area to include Google+, YouTube, WhatsApp, Facebook, Instagram and Twitter. The study further revealed positive relationship between the integration of social media into language education and performances in school (r = 0.245, p ˂ 0.05). Study concludes that the integration of social media in language education will improve language skills, expressions and school performance at basic schools.

In recent years, researchers and practitioners alike have placed increasing emphasis on multicultural education and issues of race, gender, class, language, ethnicity, and sexual orientation. Additionally, various types of supervision have emerged as topics of study. However, in the field of education, little research exists on the intersection of these two elements: diversity and supervision. This article draws on theory and research from education, counseling, and social work (fields that all utilize supervision in professional training and development) to form some preliminary conclusions regarding how race and ethnicity might affect the supervisory relationship. The author calls educational practitioners and scholars to action, citing the need to fill a gap in the educational knowledge base with many different types of research on the ways that culture, race, ethnicity, class, language, and other forms of diversity affect the process of supervision.

Cet article présente un aperçu du contexte québécois au regard de l'évaluation des enseignants et propose des pistes de futures recherches. Bien qu'elle soit largement discutée dans les médias écrits de la province, la question de l'évaluation du personnel enseignant demeure litigieuse, voire taboue, et de nombreuses opinions divergentes coexistent. Les écrits scientifiques à ce sujet sont rares et une imprécision conceptuelle entre l'évaluation et la supervision pédagogique persiste dans les travaux de recherche. Néanmoins, des rapports gouvernementaux et des avis professionnels offrent des renseignements sur les pratiques actuelles d'évaluation des enseignants ainsi que sur les difficultés rencontrées par les directions d'établissement qui tentent d'implanter une telle procédure.

In recent years, researchers and practitioners alike have placed increasing emphasis on multicultural education and issues of race, gender, class, language, ethnicity, and sexual orientation.  Additionally, various types of supervision have emerged as topics of study.  However, in the field of education, little research exists on the intersection of these two elements: diversity and supervision.  This article draws on theory and research from education, counseling, and social work (fields that all utilize supervision in professional training and development) to form some preliminary conclusions regarding how race and ethnicity might affect the supervisory relationship.  The author calls educational practitioners and scholars to action, citing the need to fill a gap in the educational knowledge base with many different types of research on the ways that culture, race, ethnicity, class, language, and other forms of diversity affect the process of supervision.

Curso dictado entre 2013 y 2017. Un proceso de monitoreo y evaluación, no solo permite medir los avances y logros alcanzados de un proyecto, sino también advertir acerca de las dificultades y limitaciones que pueden aparecer dentro del ciclo de un proyecto, poniendo en riesgo los objetivos del mismo; así mismo debemos entender también que, este proceso constituye un instrumento de aprendizaje, pues permite identificar  estrategias que dieron buenos resultados y aquellas que no, permitiendo con ello mejorar futuros proyectos o las estrategias de proyectos paralelos.

SALATIGA 2015 BAB I PENDAHULUAN A. LATAR BELAKANG MASALAH Guru sebagai ujung tombak di front terdepan dalam melaksanakan kebijakan pembangunan pendidikan nasional dalam mengartikan, mengejawantahkan strategi, demi tercapainya tujuan pendidikan akan mencari cara yang tepat secara efektif dan efisien. Kinerja guru dalam melakukan kegiatan belajar mengajar berinteraksi dengan siswa tidak muncul tiba-tiba, tetapi telah terjadi proses pembentukan tentang maindset yang melekat pada pola berpikirnya, pola hidupnya, dan cara bertindak. Kompetensi guru melalui pelaksanaan tugasnya sebagai pendidik, pengajar, dan pelatih anak didiknya diharapkan dapat memberikan kontribusi yang berarti bagi pencapaian tujuan pendidikan yang telah ditetapkan. Namun demikian kinerja seseorang banyak dipengaruhi oleh beberapa faktor. Berkenaan dengan hal tersebut, Gibson et al (2985:52-53) secara lebih komperehensif mengemukakan adanya tiga kelompok variable sebagai faktor yang dapat mempengaruhi kinerja dan potensi individu dalam organisasi, yaitu: pertama, variable individu, yang meliputi: (a) kemampuan/ketrampilan; (b) latar belakang (keluarga, tingkat sosial, pengalaman). Kedua, variable organisasi, yang meliputi (a) sumber daya; (b) kepemimpinan; (c) imbalan; (d) struktur; (e) desain pekerjaan. Ketiga, variable psikhologis, meliputi: (a) mental/intelektual; (b) persepsi; (c) sikap; (d) kepribadian; (e) belajar; (f) motivasi. Model yang diberikan guru untuk saat ini masih sama dengan model pembelajaran yang dulu. Dimana guru hanya menerangkan secara lisan dan siswa hanya mendengarkan. Dengan model tersebut terdapat faktor-faktor yang membuat siswa merasa bosan atau tidak mau mendengarkan. Dan hasilnya tujuan pendidikan dalam meningkatkan kualitas dan mutu pendidikan kurang tepat. Kepala sekolah akan melakukan kegiatas supervisi tentang cara dan model-model pembelajaran kepada guru-guru SMA Muhammadiyah (Plus) Salatiga. B. PERUMUSAN MASALAH 1. Apakah penerapan model-model pembelajaran guru melalui kegiatan supervisi kelas dapat meningkatkan mutu pembelajaran pada siswa di SMA Muhammadiyah (Plus) Salatiga?

Resumen
Tradicionalmente se consideró necesaria la supervisión del trabajo que realizan los docentes en sus aulas de clase como un mecanismo que permitía el perfeccionamiento de su actuación profesional, sin embargo, con el paso del tiempo se postula la necesidad de transformar esta idea y pasar de la supervisión al acompañamiento pedagógico, puesto que este proceso se concibe desde una relación horizontal en la cual el docente es orientado por un par académico con mayor experiencia y formación especial con el propósito de asegurar el desarrollo profesional docente. Con el objetivo de determinar la percepción que tienen los docentes sobre el proceso de acompañamiento pedagógico se realizó esta investigación de carácter cualitativo, como informantes se seleccionaron docentes del Centro de Educación Inicial Simoncito Pirineos I (directivo, acompañante pedagógico y docentes de aula) a quienes se les aplicó una entrevista no estructurada a partir de cuyo análisis se pudo establecer que prevalece una visión del acompañamiento como simple supervisión y sin presencia efectiva en el aula, cuestión que hace necesaria una mejora en la forma como este proceso se desarrolla.
Abstract
Traditionally, it was consider as necessary the overlooking of the activities that teachers do to their classrooms as a mechanism that allowed them to improve their professional skills. Nevertheless, with the pass of the time, we realize the need to transform this idea and to pass from the overlooking to the academic accompaniment, given the fact that this process is conceived as a horizontal relationship in with the teacher is helped out by an academic partner with more experience and special formation with the purpose of assuring the professional development of the teacher. The research was made using a qualitative character, aiming at determining the perception that the teachers have on the process of academic accompaniment. Teachers of the Centro de Educación Inicial Simoncito Pirineos I were selected for the research, specially staff members, academic partner and classroom teachers. A non-structured interview was presented to them, and from its analysis we could establish that prevails a vision of the accompaniment as a mere overlooking and without effective present in the classroom. This makes necessary a work to improve the form in which this process is developed.

The author discusses the need for counselor educators and supervisors to promote the intersectional nature of identities in counselor trainees and supervisees, especially as supervision serves as the vanguard for professional development and provides a more individually tailored space. This article introduces the concept of multicultural complexity, along with its current dearth in the counseling literature. The utility of multicultural complexity is explored, and recommendations made in the form of sample action plans (Appendix) regarding how counselor educators and supervisors can further incorporate the concept into the practice of clinical supervision.

This article documents two professors' inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.

Though not a novel topic, supervision and its contribution to teachers" professional development has been given renewed attention in recent years. The constructive/destructive role supervision might play in teachers" instructional path has been addressed by a plethora of investigations, and the frequency and effect of different kinds of comments and feedback on teachers" conduct has also been explored in previous research. However, the findings of research on supervisory feedback and their effect still seem to be blurred. Informed by this need for further research into the issue, the researchers in the current study strived to investigate the proportion of comments given by supervisors to language teachers. In so doing, the researchers analyzed an existing corpus of supervisory report on 30 EFL supervisees, at a Language school in Gonbad-e-Kavoos, Iran. The sample was composed of 16 males and 14 females. The results gained through Kruskal-Wallis test revealed no significant differences among the groups of supervised teachers concerning the frequency of criticisms and suggestions; however, the frequency of compliments offered to the teachers with different levels of experience differed from one another. In fact, the frequency of criticisms, suggestions and compliments correlated with the years of teachers" experience. The implications of the findings are discussed throughout the paper.

Institutions of higher learning such as universities have been positively influenced by the internet which has facilitated learning and teaching. Likewise, this same internet can also support student lecturer appointments, but currently students and lecturers are faced with issues such as finding free timeslot, difficulty of students to meet supervisor and issues related to managing appointment operations. Therefore, this paper develops a multi-agent architecture and a web-based agent appointment scheduling system to support students and lecturers in managing appointment scheduling in universities. The agent-based appointment scheduling system was implemented as a web system integrated by multi-agents to facilitate students in finding available timeslot, resolving difficulty of students to meet supervisor and addressing difficult of managing scheduled appointment records by lecturers. The usefulness of the agent-based appointment scheduling system was evaluated by collecting data using questionnaire from randomly selected respondents. Furthermore, Statistical Package for the Social Science (SPSS) was employed to analyse the questionnaire data using descriptive and exploratory factor analysis. Findings from the survey reveal that the developed agent-based appointment scheduling system practically supports students and lecturers in scheduling appointments.

The study examined Principals Supervisory practices and the extent to which these could enhance teachers’ job performance. Three hundred and Seventy teachers including the principals drawn from twenty secondary schools in sixteen Local Government Areas of Ekiti State were used in the study. Descriptive research survey was used for the study. A questionnaire titled “Principals Supervisory Practice and Teachers Job Performance” PSPTJP was administrated on the teachers and principals. Pearson's product moment correlation and t-test statistics were used to test all the hypotheses at 0.05 level of significance. The findings revealed that there was a significant positive relationship between principals’ supervisory practices and the teachers’ job performance. Based on the finding, it was recommended that Principals should therefore employ supervisory practices that will encourage the teachers to put in their best while discharging their duties.

Öz
Bu çalışmanın amacı; 14 Eylül 2011 tarihinde 652 sayılı Kanun Hükmünde Kararname ile değişimi başlatılan ve sonrasında 6528 sayılı kanun, çeşitli yönetmelikler ve son olarak 6764 sayılı kanun ile değişimi sürdürülen Türkiye'nin çağcıl eğitim denetim sisteminin merkezi ve taşra teşkilatı yapısını, işleyişi, Milli Eğitim Bakanlığı'nın hiyerarşik yapısındaki yeri, roller ve görevleri, değişen unvanları ve güncel durumunu detaylı biçimde aktarmaktır. Çalışmada, nitel yöntem çeşitlerinden doküman analizi ile toplanan veriler betimsel ve içerik analizi teknikleri ile çözümlenmiştir. Çalışmada, amacında belirtilen süre içerisinde ve boyutlarda, Türk Eğitim Denetimi Sisteminde çok sık ve peşi sıra gerçekleştirilen bu değişiklikler sistemli ve açık biçimde aktarılmıştır.

Abstract
The purpose of the current study is to present Turkey's contemporary educational supervision system, the latest changes in it and the final overall structural framework. It also aims to give information about its functioning, the position in the hierarchical structure of the Ministry of Education, roles and up to date titles which have been altered a number of times by The Decree Law on the Organization and Duties of Ministry of National Education (Law No: 652; Date: 14 September 2011), the law numbered 6528 (Date: 1 March 2014) and 6764 (Date: 2 December 2016). The data was collected through document analysis and analyzed by means of descriptive and content analysis. In this study, often and subsequent changes within a certain period of time and dimensions were presented in a clear and systematic way.

Teachers contribute to student achievement. As a practice, teacher evaluation has developed over time. Today, the focus of teacher evaluation is to determine the impact of teaching on student outcomes and for use as professional development. Research on teacher evaluation has produced mixed results. This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.

The aim of this paper is to observe a third grade classroom setting. A third grade teacher and her class were observed for about forty minutes. We chose third grade because third grade in one of the grades that we both are interested to teach. When observing the classroom, we were looking for a number of facts. We wanted to observe how the students respond to the teacher‟s different teaching styles and attitude toward the different subject matter and whether the teacher is able to teach her students efficiently. We also looked for how the students interact with each other during different situations such as small group activities and classroom discussions. Our objective was to also to observe what type of teaching styles works best with different subject matter and how well students work together in groups in such a young age.

Supervisi Pendidikan merupakan suatu upaya yang bisa dilakukan oleh supervisor untuk memperbaiki pembelajaran yang dilakukan oleh guru agar mendapatkan hasil yang maksimal.
Ada beberapa jenis Supervisi Pendidikan diantaranya Supervisi Pengajaran dan Supervisi Klinis. Keduanya memposisikan diri sebagai suatu bentuk layanan pembinaan kepada guru...

Isra Mi'raj adalah dua bagian dari perjalanan yang dilakukan oleh Nabi Muhammad SAW. dalam waktu malam saja. Peristiwa ini merupakan salah satu peristiwa penting bagi umat Islam, karena pada persitiwa ini Nabi Muhammad SAW. mendapat perintah untuk menunaikan Shalat 5 waktu sehari semalam. Isra Mi'raj terjadi pada periode akhir kenabian di Makkah sebelum Rasulullah SAW. hijrah ke madinah. Isra' Mi'raj terjadi pada kisaran tahun 620-621 Masehi, yaitu bertepatan pada malam 27 Rajab tahun ke-10 Kenabian. Isra, artinya perjalanan Nabi Muhammad SAW diberangkatkan oleh Allah SWT dari Masjidil Haram (Mekkah) ke Masjidil Aqsa (Palestina). Mi'raj artinya perjalanan Nabi Muhammad SAW dinaikkan ke langit sampai ke Sidratul Muntaha yang merupakan tempat tertinggi. Disinilah Beliau mendapat perintah langsung dari Allah SWT untuk menunaikan shalat lima waktu. Bagi umat Islam, peristiwa tersebut merupakan peristiwa yang berharga, karena ketika inilah shalat lima waktu diwajibkan, dan tidak ada Nabi lain yang mendapat perjalanan sampai ke Sidratul Muntaha seperti ini.

This essential text explores the latest practice, thinking and research in lesson observation, putting teacher learning at its heart. Illustrated throughout with practical examples from a range of education settings, each chapter contains a rich variety of state-of-the-art, evidence-based case studies to demonstrate how new approaches to observation can be applied in practice. The book is split into four easily accessible parts: • making the transition to ungraded models of lesson observation • recent research studies in lesson observation • peer observation, coaching and mentoring • innovations in observing classroom practice. With a carefully chosen team of contributors, from senior leaders and managers to classroom practitioners and education researchers, this book provides an informed perspective on how to maximise the use of observation, and most importantly, implement proven successful schemes to improve the quality of teaching in the classroom. Reclaiming Lesson Observation is for all practising educators who want to break free from the constraints of performative lesson observation to redefine and reclaim it as a powerful tool for teacher growth, on which to build sustainable, collaborative communities of teacher learning.

Berdasarkan hasil kegiatan on the job learning (OJL) diklat calon kepala sekolah Kota Bogor yang dilaksanakan di SD Negeri Situgede 4 dan SD Negeri Situgede 3 Kecamatan Bogor Barat, dapat disimpulkan bahwa:
1. Pelaksanaan OJL memberikan pengalaman dalam meningkatkan kompetensi Kewirausahaan calon kepala sekolah.
2. Untuk meningkatkan kompetensi Kewirausahaan calon menyusun rencana tindak kepemimpinan dengan membuat rencana pembelajaran dan peningkatan pengembangan kualitas pembelajaran.
3. Dalam rangka peningkatan standar proses penulis menyusun program Bimbingan Teknis tentang pembuatan RPP Tematik Terpadu.
4. Dalam rangka meningkatkan mutu penilaian berbasis kelas, maka dilakukan Bimbingan Teknis kepada para guru sehingga guru memiliki pengalaman dalam pembuatan RPP Tematik Terpadu, beserta tindak lanjutnya.
5. Dari hasil pelaksanaan Bimbingan Teknis diperoleh sebagian guru belum dapat membuat RPP Tematik Terpadu sebagai persiapan pembelajaran secara tepat maka penulis melanjutkan Rencana Tindak Kepemimpinan 2 untuk mengatasi kelemahan dimaksud dengan melakukan pendampingan dan pembimbingan selama tiga kali masing-masing @90 menit.
6. Pelaksanaan OJL dalam hal kajian materi penyusunan RKJM dan RKAS, pengelolaan kurikulum, pengelolaan sarana dan prasarana, pengelolaan peserta didik, pengelolaan TAS, pemanfaatan TIK dalam pembelajaran dan monitoring dan evaluasi memberikan pengalaman dalam meningkatkan kompetensi manajerial calon kepala sekolah.
7. Peningkatan kompetensi berdasarkan AKPK di sekolah lain memfokuskan pada upaya calon mencermati keunggulan kompetensi kewirausahaan kepala sekolah SD Negeri Situgede 3 yaitu  keberhasilan penyelenggaraan program pendidikan di SD Negeri Situgede 3, yang ditentukan oleh salah satu faktor penunjangnya adalah berbagai upaya inovatif kepala sekolah

An employees' job performance is perceived to be attributed by various factors including job satisfaction. This study was conducted to determine if the teaching performance of the college faculty is predicted by the level of job satisfaction. The respondents of this study were the 30 full-time college faculty of Central Mindanao Colleges. Descriptive correlation was employed. The study made use of the Job Satisfaction Survey Questionnaire with its eight facets namely; nature of work, supervision, co-workers, communication, pay/ salary, contingent rewards, fringe benefits and operating conditions. Descriptive statistics, Pearson Product Moment Correlation Coefficient and Multiple Regression Analysis were utilized in analyzing the data. Result of the correlation between the weighted means of the job satisfaction and the teaching performance was r(28) =-.13 which is a negative low correlation. Correlation coefficients between the factors on job satisfaction and the three measures of teaching performance reveals significance between Supervision and in each of the Teaching Performance measures. Another significant result at p< .05 is co-workers factor with inter-and intra-relationships with students. Regression analysis with an Adjusted R 2 = .465, showed that the factors which are considered significant based on the findings are the supervision and pay/salary. Thus, the study reveals that the significant factors considered in describing the teaching performance of college teachers are pay/salary and supervision. To be able to maintain quality education, it is important that a higher education institution shall secure retention of faculty by providing enough and sustainable compensation which can compete with other institutions so that attrition of faculty will be minimized, thus promoting tenure of highly qualified teachers. Proper supervision shall also be taken into consideration so as to parallel job satisfaction and teaching performance of the college faculty of CMC. Furthermore, this study also recommends that consistent evaluation followed by reflective supplements of teacher's teaching performance should be provided to motivate teachers to reflect and improve as necessary. For the future researchers who will be studying the same, the researcher recommends consideration of " Productivity " as another dependent variable.

From the perspective of a long-standing, comprehensive teacher professional development program focused on apprenticing teacher in developing expertise over time, we critique existing teacher evaluation systems in terms of both content and process. In terms of content, we assert that existing definitions of "effective" teachers and student outcomes are narrow and misleading. In terms of process, we argue that teacher evaluation embodies and perpetuates inequitable, hierarchical power relations while not providing sufficient supports for sustained and generative teacher growth. We examine three cases: federal policies concerning teacher evaluation, a specific evaluation system used widely in Texas, and an alternative system that we are engaged in developing with a specific school in Texas.

Resumen La supervisión escolar es parte fundamental dentro de la gestión educativa al servir como motor de transformación gracias a su potencial para la reflexión de la realidad indagada, la interacción con los agentes involucrados y el asesoramiento orientado a la obtención de positivos en el cumplimiento de indicadores de gestión lo cual redunda en mejoras, cambios e innovaciones dentro de los procesos; esta posición privilegiada es posible gracias a una revisión en los enfoques, fines y definición del perfil del supervisor como catalizador de este movimiento, para ello ha de relacionar su labor con la mejora del contexto y el despliegue de las políticas, asesorando en la introducción de innovaciones adoptando nuevas formas de ser dentro de la organización relacionándose con las condiciones sociopolíticas de orientación neoliberal que influyen el contexto educativo latinoamericano. Abstract School supervision is a fundamental element in educational management as it becomes a driving force for transformation due to its potential to reflect on the reality investigated, the interaction with school agents and the advice to obtain positives in the fulfillment of management indicators which Results in improvements, changes and innovations within the processes; This privileged position is possible thanks to a revision in the approaches, ends and definition of the profile of the supervisor as a catalyst for this movement. To do this, it has to relate its work with the improvement of the context and the deployment of the policies, advising in the introduction of changes And innovations adopting new forms of being within the organization relating to the socio-political conditions of neoliberal orientation that influence the Latin American educational context.

This study examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision.  We investigate the relationship among portfolio assessment scores, a test of teacher knowledge (ETS’s Praxis I and II),  and changes in student achievement (on Touchstone’s Degrees of Reading Power Test [DRP]).  Key questions are the extent to which the assessment of teaching practice (a) predict gains in students’ achievement and (b) contribute unique information to this prediction beyond what is contributed by the tests of teacher knowledge.  The venue for our study is Connecticut State Department of Education’s (CSDE) support and licensure system for beginning teachers, the Beginning Educator Support and Training (BEST) program (as it was implemented at the time of our study). We investigated whether elementary teachers’ mean effects on their students’ reading achievement support the use of BEST elementary literacy portfolio scores as a measure of teaching quality for licensure, using a data set gathered from both State and two urban school district sources.  The HLM findings indicate that BEST portfolio scores do indeed distinguish among teachers who were more and less successful in enhancing their students’ achievement. An additional analysis indicated that the BEST portfolios add information that is not contained in the Praxis tests, and are more powerful predictors of teachers’ contributions to student achievement gains.

This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

This study investigates Moroccan secondary school EFL learners’ receptive vocabulary size. It also examines how these learners’ receptive vocabulary knowledge develops after one year of instruction. The study used Meara’s (2010) edition of EFL Yes/No vocabulary test. The test was administered to two secondary school grades: the Common Core and 2nd year of the baccalaureate over two different periods. The first test was administered in October to total number of 460 students. The second test was administered in May to total number of 408 students. The students who took both the first and the second test were from intact groups of different secondary schools which were randomly selected. The results of the study show that the pattern of vocabulary learning adheres, in general, to word frequency patterns. Except in band 3, in which learners always performed slightly better than band 2, learners’ knowledge slopes down from band 1 to band 4 for the Common Core and from band 1 to band 5 for 2nd year bac. (Bac2). In terms of vocabulary size, the Common Core learners have been found to start the school year with a vocabulary size of approximately 793 and ended with 982 words. The results, however, show that not all Common Core majors gained the same amounts of vocabulary. For Bac2 learners, the results of the present study show that these learners increased their receptive vocabulary from 1,516 words at the beginning of the year to 1,789 at the end of the year. This indicates that Moroccan secondary school learners end their secondary school with a receptive vocabulary size which is less than 2,000 words. All the three majors of Bac2 developed their vocabulary size, though they performed significantly differently. The results of the present study did not show any statistically significant effect of gender on learners’ receptive vocabulary size. Both males and females appeared to develop their receptive vocabulary size in very similar ways. Finally, learners’ reported access to/use of the internet, however, was found to have some effect on learners’ receptive vocabulary size. Learners who reported having access to/using the internet in English language learning performed significantly better than learners who reported that they don’t have access to the internet.


Keywords: receptive vocabulary size; secondary school; frequency; grade; gender; major; English as a Foreign Language.

Η εξ αποστάσεως εκπαίδευση είναι ένα επιστημονικό πεδίο που εξελίσσεται συνεχώς με ταχύτατους ρυθμούς, οπότε η διερεύνηση της λειτουργίας των υπαρχουσών δομών και των δυνατοτήτων εξέλιξής τους είναι αναγκαία, αφού τα δεδομένα μεταβάλλονται. Σε κάποιες περιπτώσεις, ενδέχεται να μεταβάλλεται και η εθνική εκπαιδευτική πολιτική όσον αφορά τους τρόπους παροχής των προσφερόμενων προγραμμάτων σπουδών, των διδασκαλιών αλλά και των επιμορφώσεων. Ιδιαίτερα στην Ελλάδα, εξαιτίας του γεωγραφικού διαμελισμού που παρουσιάζει, αλλά και των ιδιαίτερων πρόσφατων υγειονομικών συνθηκών, διαμορφώνονται νέες δυνατότητες κάλυψης των εκπαιδευτικών αναγκών διδασκόντων και διδασκομένων ανά περιοχή. Τα παραπάνω καταδεικνύουν την ανάγκη για να οριοθετηθεί εκ νέου η φιλοσοφία και η μεθοδολογία που θα πρέπει να ακολουθήσει η επίσημη εκπαιδευτική πολιτική σχετικά με το σχεδιασμό διαδικτυακών συστημάτων εξ αποστάσεως εκπαίδευσης. Σκοπός του άρθρου είναι να εξοικειωθούν οι εκπαιδευτικοί με την λογική και την πρακτική της εξ αποστάσεως σχολικής εκπαίδευσης και συνεργασίας, προκειμένου να διαμορφωθεί μια κοινή συνισταμένη σκεπτικού εντός της σχολικής μονάδας  εκ μέρους των εκπαιδευτικών της. Ζητούμενο είναι πάντα ο καθοριστικός ρόλος των στελεχών της εκπαίδευσης για την ποιοτική ανατροφοδότηση της εξ αποστάσεως σχολικής εκπαίδευσης όπως επιτάσσει το ωρολόγιο πρόγραμμα ώστε να ενδυναμώνουν και να υποστηρίζουν τους εκπαιδευτικούς τους να επικοινωνούν αποτελεσματικά με τους μαθητές/τριες και τις οικογένειες τους.