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A Comparative Study of the Educational Practices and Competencies of Teachers in the United States and Guatemala in Teaching Reading

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A Comparative Study of the Educational Practices and Competencies of Teachers in the United States and Guatemala in Teaching Reading

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Abstract

Teaching effectively is a concept that is difficult, if not controversial to define and equally difficult to measure. To most educational planners, ‘effectiveness’ is the measure of factors that enhance a child’s learning, irrespective of their background (Moore, DeStafano & Adelman, 2010). While many models of school effectiveness exist, the Five-Factor model suggests that leadership, acquisition of basic skills, a secure environment, high student expectations, and frequent performance assessment are critical elements of effectiveness (Scheerens, 2000). The United States generally has these five factors, however only the element of high student expectations customarily exists in Guatemala.

References

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

How to Cite This Article

Karen Stackhouse. 2014. "A Comparative Study of the Educational Practices and Competencies of Teachers in the United States and Guatemala in Teaching Reading". Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 14 (GJHSS Volume 14 Issue 4 (G1)).

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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
Classification
GJHSS-G Classification FOR Code: 930299
Version of record
v1.2

Issue date
January 30, 2014

Language
English
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A Comparative Study of the Educational Practices and Competencies of Teachers in the United States and Guatemala in Teaching Reading

Karen Stackhouse
Karen Stackhouse