Chapter I: The Measurement of Teacher Characteristics and Prediction of Teaching Efficiency

Barr, A. S.

doi:10.3102/00346543022003169

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…In particular, sudden changes in daily routine and teaching habits due to school closure, as well as the anxiety regarding the current and potential decrease in regular income, had significant negative impacts on both the teachers' satisfaction and the online teaching effectiveness. This result is associated with what was explored long ago that variation in psychology may lead to the alteration of teaching effectiveness (Barr, 1952) and that teachers are dissatisfied with such extrinsic factors as contextual or societal effects as declared in previous scholars (Day, 2013;Dörnyei & Ushioda, 2013).…”

Section: Discussionmentioning

confidence: 53%

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Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19

Pham

Phan²,

Yen³

et al. 2021

Journal of Education

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How teachers perform and react to the world-wide pandemic and how the epidemic affects an education system may also be used as new conditions to consider the way to enhance SDG4 in developing countries. Regarding that concern, this study investigated 294 teachers’ perspective on their teaching effectiveness and satisfaction during COVID-19. The findings underlined the significant roles of support from various stakeholders, school readiness toward digital transformation, and teachers’ anxiety over teacher satisfaction. Notably, teachers’ newly absorbed technological and pedagogical skills do elevate their teaching effectiveness but do not lead to higher satisfaction during the pandemic.

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Section: Discussionmentioning

confidence: 53%

“…Teachers' psychological characteristics have long been hypothesized to contribute to teaching effectiveness (Barr, 1952). Therefore, the state of well-being is necessary for effective teaching performance.…”

Section: Online Teaching Effectivenessmentioning

confidence: 99%

Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19

Pham

Phan²,

Yen³

et al. 2021

Journal of Education

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“…Studies since the 1950's have attempted to capture exactly what teacher characteristics have the most impact on student learning, 6 but despite a multitude of research, the question remains open. Our review of the literature on the impact of teacher characteristics, such as age, gender, undergraduate and graduate education, and certification status, found little evidence for the effect of these characteristics on student performance, especially in the elementary-school setting.…”

Section: Previous Researchmentioning

confidence: 99%

Understanding the Beliefs and Perceptions of Teachers Who Choose to Implement Engineering-based Science Instruction

Kendall¹,

Wendell²

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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is a doctoral student in science education at Tufts University and a Graduate Research Assistant with the Center for Engineering Education and Outreach. She graduated from North Carolina State University as a Park Scholar with a B.A. in physics. Her passion for STEM education is long-standing, but she was inspired to pursue her graduate degree after three years spent teaching physics to high-school freshman. Beside engineering-design-based curricula, her interests include scientific representations and modeling, and women in science and engineering.

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Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations

Harris¹,

Rutledge²

2010

Teachers College Record: The Voice of Scholarship in Education

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Background/Context A half-century ago, scholars of teaching observed that there was a disconnect between theory and evidence. This problem remains. Although there is great deal of scholarly activity about teacher effectiveness and quality, discussion of theory is largely separate from empirical evidence. In addition, research on teaching is based on an implicit assumption that teaching is unique, suggesting further that lessons cannot be learned from other occupations and professions. Purpose/Objective/Research Question/Focus of Study The theory-evidence disconnect, and relationship with other occupations, is addressed by comparing and contrasting research on teachers with research on other occupations. Research Design The article synthesizes and analyses past discussions of the nature of teaching and empirical analysis of the predictors of teacher effectiveness. A similar review is provided for other occupations, and the two bodies of research are analyzed together. Conclusions/Recommendations First, four models of teaching are identified—labor, profession, craft, and art—each with its own (often implicit) objectives and theories about how learning takes place. However, the age-old theory-evidence disconnect remains because empirical analyses still almost never mention theory, and vice versa. This problem is much less pronounced in research on other occupations and professions in which theory and empirical analysis are appropriately intertwined. Although disconnect in teacher research is partly due to disagreement about the objectives and nature of teaching, and there is greater agreement on these grounds in other occupations, it is shown that clear theories and models of teacher effectiveness can be developed and tested for each of the four models of teaching. Second, there is considerable similarity between the teacher characteristics that predict teacher effectiveness and those predicting worker effectiveness in similarly complex occupations and professions. Specifically, cognitive ability and experience predict effectiveness for both groups, whereas personality and education are not predictive. These specific findings are informative for developing specific models of effectiveness. More generally, the similarity across teaching and other complex occupations suggests that teaching, although different, is not completely unique and that lessons can be learned from research that extend beyond teaching.

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Chapter I: The Measurement of Teacher Characteristics and Prediction of Teaching Efficiency

Cited by 4 publications

References 26 publications

Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19

Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19

Understanding the Beliefs and Perceptions of Teachers Who Choose to Implement Engineering-based Science Instruction

Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations

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