Making the Case for Differentiated Teacher Effectiveness: An Overview of Research in Four Key Areas

Muijs, Daniel; Campbell, Jim; Kyriakidēs, Leōnidas; Robinson, Wendy

doi:10.1080/09243450500113985

Cited by 53 publications

(41 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Evidence was stronger in the area of differential effectiveness with respect to student background. There was some firm evidence of differences with regard to both effective teaching practice and curriculum appropriateness depending on student background, though again these were often matters of degree (e.g., extent of structure and praise) rather than pointing to a complete disjuncture between teaching methods or curricula (Muijs, Campbell, Kyriakides, & Robinson 2005).…”

Section: Differential Teacher Effectivenessmentioning

confidence: 99%

“…Finally, while it seems intuitively to be expected that the characteristics teachers need to exhibit to be effective pastoral carers or leaders will differ from those of effective classroom teachers, there was a lack of strong empirically underpinned research on what characteristics make teachers effective in the pastoral area. Evidence was stronger in the area of leadership roles, as at least characteristics of effective leaders have been studied (Muijs et al, 2005).…”

Section: Differential Teacher Effectivenessmentioning

confidence: 99%

See 1 more Smart Citation

State of the art – teacher effectiveness and professional learning

Muijs

Kyriakidēs

Werf³

et al. 2014

School Effectiveness and School Improvement

Self Cite

353

214

View full text Add to dashboard Cite

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.

show abstract

Section: Differential Teacher Effectivenessmentioning

confidence: 99%

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

Self Cite

353

214

View full text Add to dashboard Cite

show abstract

“…Considering the major role of effective teaching by faculty members in achieving the objectives of the higher education system, several studies, such as Murray (1980), Marsh (2001), Cashin (1995), Young and Shaw (1999), Chalkley, Fournier, and Hill (2000), Rueda (2002), Marzen (2003), Berg and Lindseth (2004), Muijs, Campbell, Kyriakides, and Robinson (2005), Knapper and Cropley (2000), Miller and Miller (2004), Dalby (2001), Nicoll and Harrison (2003), Codde and Joseph (2004), Algozzine, Beattie, Bray, Flowers, and Grete (2004), Nelson (1998) and Asadi and Gholami (2015) among others have been conducted to determine the effective teaching components in higher education. According to these studies, the most important and comprehensive effective teaching components include: designing teaching strategies, implementation of teaching strategies, classroom management, human relationships, evaluation, and desirable personality traits.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

Eslamian

Jafari

Neyestani

2017

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

This quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

show abstract

“…Yet, the overall pattern of outcomes confirmed that schools matter specifically for initially low achieving students (Scheerens & Bosker, 1997, 93). Muijs, Capbell, Kyriakides, andRobinson (2005, 2014) addressed a broader range of differential effectiveness and included subjects, student ability, personality characteristics of students and teacher roles. Research results appear to be mixed, some differential effectiveness was detected with respect to subject matter area and the socio-economic background of students (Muijs et al, 2014, p. 236).…”

Section: Differential Effectivenessmentioning

confidence: 99%