Supplement: Report of the Committee on the Criteria of Teacher Effectiveness

Barr, A. S.; Bechdolt, Burley V.; Coxe, Warren W.; Gage, N. L.; Orleans, Jacob S.; Remmers, H. H.; Ryans, David G.

doi:10.2307/1168575

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Initial research (prior to the 1950s) used surveys to discern the characteristics and traits of teachers (including their dispositions and personality) that predicted student achievement gains (Cochran-Smith & Fries, 2005). While generating long lists of teacher traits correlated with effectiveness, this early research was criticized for its lack of rigor (Barr et al, 1952) and lack of results-much was still unknown about what predicts teaching success (Barr, 1953). From this dissatisfaction, education researchers proposed a more scientifically rigorous research agenda-observing classrooms in experimental and quasi-experimental designs-to identify teaching behaviors associated with student outcomes.…”

Section: Theoretical Framework For Teaching Qualitymentioning

confidence: 99%

A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention

et al. 2017

View full text Add to dashboard Cite

The “greening” (i.e., inexperience) of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type), we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.

show abstract

Section: Theoretical Framework For Teaching Qualitymentioning

confidence: 99%

A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention

et al. 2017

View full text Add to dashboard Cite

show abstract

“…One is the legacy of previous attempts to build professional education around teacher behaviors that research had linked to student achievement. In 1951, the American Educational Research Association established the Committee on the Criteria of Teacher Effectiveness (Barr, 1952;Barr et al, 1952), a move that ultimately led to process-product research (see Gage, 1978) and then to related innovations in teacher education including micro-teaching, mini-courses, competency-based teacher education, and computer simulations (see Gage, 1978;Grossman, 2005;MacLeod, 1987;Smith, 1980b). Although these earlier approaches to teacher education focused on the actual skills needed for teaching, they have been criticized for representing teaching as a set of decontextualized and atomized practices.…”

Section: Centering Teacher Education In Practice: Challenges and Resourcesmentioning

confidence: 99%

The Work of Teaching and the Challenge for Teacher Education

Ball

Forzani

2009

Journal of Teacher Education

990

190

View full text Add to dashboard Cite

In this article, the authors argue for making practice the core of teachers' professional preparation. They set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors caution that the bias against detailed professional training that often pervades common views of teaching as idiosyncratic and independently creative impedes the improvement of teachers' preparation for the work of teaching. They offer examples of what might be involved in teaching practice and conclude with a discussion of challenges of and resources for the enterprise.Improving educational outcomes in the United States is a challenging problem, one that preoccupies contemporary reformers and critics alike. With a system of schooling that has never delivered high quality education to all students, policy makers and educational leaders are calling for more complex and ambitious goals to prepare youth for the demands of the 21st century. Visions of better schooling include innovative uses of technology, a much greater emphasis on collaborative work, integrated and problembased curricula, and higher expectations for students. Too often minimized is what such changes imply for the interactive work of teaching and learning. And, given that there are almost 4 million teachers in the United States, preparing teachers to meet these demands is a massive undertaking. Nonetheless, improvements in student learning depend on substantial, large-scale changes in how we prepare and support teachers.Agreement is widespread that teachers are key to student learning, and efforts to improve teacher quality have proliferated. Most initiatives, however, have focused on teacher recruitment and retention and on developing new pathways to teaching. In this article, we argue that such initiatives are insufficient without fundamental renovations to the curriculum of professional education for teachers, wherever and through whatever pathway it occurs. We claim that practice must be at the core of teachers' preparation and that this entails close and detailed attention to the work of teaching and the development of ways to train people to do that work effectively, with direct attention to fostering equitably the educational opportunities for which schools are responsible.By "work of teaching," we mean the core tasks that teachers must execute to help pupils learn. These include activities carried on both inside and beyond the classroom, such as leading a discussion of solutions to a mathematics problem, probing students' answers, reviewing material for a science test, listening to and assessing students' oral reading, explaining an interpretation of a poem, talking with parents, evaluating students' papers, planning, and creating and maintaining an orderly and supportive environment for learning. The work of teaching inclu...

show abstract

Assessing teaching effectiveness: The state of the art

Kleinman

1966

Science Education

View full text Add to dashboard Cite

Supplement: Report of the Committee on the Criteria of Teacher Effectiveness

Cited by 4 publications

References 0 publications

A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention

A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention

The Work of Teaching and the Challenge for Teacher Education

Assessing teaching effectiveness: The state of the art

Contact Info

Product

Resources

About