Extending teacher assessment beyond knowledge and skills: An emerging focus on teacher accomplishments

A cross-cultural comparative study of teacher effectiveness: Analyses of award-winning teachers in the United States and China

“…Furthermore, more finegrained analysis on classroom discourse and culturally-relevant lenses (e.g., social power, individualism/collectivism) are needed to make meaning of what happens in the classrooms of different cultures. The findings of this study confirmed that effective teaching involves a dynamic interplay among subject matter, teachers' pedagogy, characteristics of learners, and the contexts in which the learning occurs (Schalock, Schalock, Cowart, & Myton, 1993 ). The researcher recommends future research in the field to explore deeper into the nuances, subplots, settings, complexities, and interdependencies of teacher teaching in natural classrooms.…”

“…Student learning is the professional touchstone for all educational programs and teachers. The purpose of teaching is to nurture learning, and both teachers and schools should be evaluated on the basis of what and how much students learn (Schalock, Schalock, Cowart, & Myton, 1993). The social contract between public education and society requires schools to hire, retain, and improve teachers whose qualities and practices are the most predictive of student achievement.…”

“…Another important shortcoming of teacher effectiveness research lies in its tendency to perceive effectiveness in a generic way-assuming that as long as a teacher possesses certain dispositions and exhibits certain behaviors, he/she will be effective with all students, in all contexts, and in all content areas of the subject taught (Campbell et al, 2004). Schalock, Schalock, Cowart and Myton ( 1993) noted that simplistic conceptions of a teacher as an artist, applied scientist, decision maker, or reflective practitioner fail to portray the complexity of teaching. Effective teaching is much more than implementing a number of pedagogical principles and content knowledge.…”

“…It involves a dynamic interplay among content to be learned, pedagogical methods to be applied, characteristics of learners, and the contexts in which the learning will occur. For instance, a teacher's effectiveness may be contingent upon the subject subtopics he/she teaches or the type of students he/she works with (Campbell et al, 2004;Schalock et al, 1993). A teacher who is effective in improving students' vocabulary development may not necessarily be effective in helping students improve their comprehension.…”

What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement

“…Similar to the limitation of traditional product-process research, this study did not find silver-bullet practices that would lead to higher levels of teacher effectiveness for all teachers (Campbell, Kyriakides, Muijs, & Robinson, 2004). We acknowledge that effective teaching involves a dynamic interplay among content, pedagogical methods, characteristics of learners, and the contexts in which the learning will occur (Schalock, Schalock, Cowart, & Myton, 1993). Consequently, we recommend continued research to explore the nuances, settings, complexities, and interdependencies of teachers teaching in their natural classroom settings.…”