Differential Teacher Effectiveness: Towards a model for research and teacher appraisal

Campbell, R. J.; Kyriakidēs, Leōnidas; Muijs, R.D.; Robinson, Wendy

doi:10.1080/03054980307440

Cited by 106 publications

(48 citation statements)

References 21 publications

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“…Teacher effectiveness, whether using ICT or not, is in general a problematic and challenging concept for multiple reasons that make its measurement and systematic efforts to improve it difficult (Campbell et al 2003). The measurement in itself is one of the challenges: How does one measure effective teaching and learning?…”

Section: 2mentioning

confidence: 99%

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

et al. 2015

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Abstract:Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well as modeling of effective practices. The goal of the paper is to consider the issue of TPD with reference to the usage of ICT as a lever for educational change in a systemic manner, based on the application of local as well as international research. This paper will synthesize some key issues and challenges for TPD in the ICT-saturated 21st century, illustrated in four cases presented herein, which synthesize elements of practice and theory. Based on the literature and the four case studies, we suggest a conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation, accompanied by research aimed to develop TPD models. We include suggestions for more effectively linking research to practice and will lay out possible research directions, as a means of facilitating evidence-based decisions and policies.

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Section: 2mentioning

confidence: 99%

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

et al. 2015

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“…Researchers have not been able to monitor pupils' progress in the full range of the school curriculum and did not examine educational effectiveness in relation to the new goals of education such as the development of meta-cognitive skills (Campbell et al, 2003). Thus, EER threw itself under the suspicion of being solely interested in the cognitive domain and restricting itself further by focusing on basic knowledge and skills.…”

Section: History Of Educational Effectiveness Theory and Researchmentioning

confidence: 99%

Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model

Creemers

Kyriakidēs

2006

School Effectiveness and School Improvement

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176

114

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This paper argues that researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. Thus, a critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: a) be multilevel in nature, b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based and d) define relations among the effectiveness factors. In principle each factor which refers to the classroom, school and system can be measured by taking into account five dimensions: frequency, focus, stage, quality and differentiation. Examples of measuring effectiveness factors operating at different levels using these five dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given since this is seen as the starting point for the development and the testing of the dynamic model. Thus, different methodological approaches that can be used to test this part of the model and suggestions for the next steps in the development of other parts of the model are made. Finally, suggestions for using the dynamic model in order to improve educational practice are provided.

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“…While having produced much useful data and information in this regard, the field has been criticized for this overly homogenized approach, and calls have been launched for increased attention to differential teacher effectiveness (Campbell, Kyriakides, Muijs, & Robinson 2003).…”

Section: Differential Teacher Effectivenessmentioning

confidence: 99%

State of the art – teacher effectiveness and professional learning

Muijs

Kyriakidēs

Werf³

et al. 2014

School Effectiveness and School Improvement

329

214

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One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on "new learning" and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that "state-of-the-art" understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.

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Differential Teacher Effectiveness: Towards a model for research and teacher appraisal

Cited by 106 publications

References 21 publications

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model

State of the art – teacher effectiveness and professional learning

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